The impact of problem-based learning strategies on STEM knowledge integration and attitudes: an exploratory study among female Taiwanese senior high school students |
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Authors: | Shi-Jer Lou Ru-Chu Shih C Ray Diez Kuo-Hung Tseng |
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Institution: | (1) The Graduate Institute of Vocational and Technical Education, National Pingtung University of Science and Technology, No. 1, Xue Fu Road, Lao Bei Village, Nei-Pu Township, Pingtung County, Taiwan;(2) Department of Modern Languages, National Pingtung University of Science and Technology, No. 1, Xue Fu Road, Lao Bei Village, Nei-Pu Township, Pingtung County, Taiwan;(3) Department of Engineering Technology, College of Business & Technology, Western Illinois University, Knoblauch 135, 1 University Circle, Macomb, IL, USA;(4) Department of Business Administration, Meiho Institution of Technology, No. 23, Ping-Guan Road, Meiho Village, Nei-Pu Township, Pingtung County, Taiwan |
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Abstract: | This study was designed to explore the effects of problem-based learning (PBL) strategies on the attitudes of female senior
high school students toward integrated knowledge learning in science, technology, engineering, and mathematics (STEM). Content
analysis and focus group methods were adopted as the research processes. Data and information about the STEM internet platform,
an attitude scale and the contents of interviews were also collected for analysis. The subjects were 10th grade students at
a girls’ senior high school who volunteered to organize teams for a Solar Electric Trolley Contest. A total of 40 students
were grouped into 18 teams. The results of the study indicate: (1) that PBL strategies can be helpful in enhancing students’
attitudes toward STEM learning and the exploration of future career choices; (2) that the PBL teaching strategy helped to
lead students step by step toward completing the contest’s mission and to experience the meaning of integrated STEM knowledge;
(3) that not only that students can actively apply engineering and science knowledge, but also that students tend to gain
more solid science and mathematics knowledge through STEM learning in PBL; and (4) that PBL can enhance students’ abilities
and provide them experiences related to knowledge integration and application. Therefore, it is recommended that the curriculum
at the girls’ senior high school include more content related to specialty subjects to enhance their technological capabilities.
In addition, a learning mechanism should be offered to aid advisers or teachers in strengthening students’ integrated and
systematic knowledge about STEM. |
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