Towards a Conceptual Reasoning in Performing Pedagogical Activities for STEM Disciplines

Abstract

Conceptual understanding and reasoning play crucial role in academic disciplines of science, technology, engineering, and mathematics (STEM). This paper addresses the design of conceptual understanding and reasoning in pedagogical activities used for supporting self-regulated learning in STEM education. The idea and approach have been proposed and the preliminary investigation of the students' satisfaction to apply conceptualization in learning has been discussed. The proposed approach has potential for improving pedagogical activities across STEM disciplines.