STEM Activity Through Design Based Learning in PM 2.5 Crisis for High school

Abstract

STEM education is a way to promote design process implementation so that students can create solutions using science and mathematics knowledge and skills. This study examined students’ STEM learning related to PM 2.5 pollution. In total, 75 grade 12 students from a large school in Bangkok, Thailand, participated in this study, which was collaboratively led by a science teacher, a science educator, a scientist, an engineer, and a mathematics educator. A qualitative methodology was used to analyze students’ STEM understanding based on multiple data sources: a post-unit survey, a worksheet, reflective journal entries, and interviews. Seven categories of understanding emerged. Most students mentioned that design was a very important process and that they applied a design process when creating their PM 2.5 detector. Some students indicated the use of science, technology, engineering, and mathematics knowledge in their PM 2.5 detector design. However, most students indicated science and technology as core disciplines for their design; mathematics and engineering were less frequently mentioned among this group of students. More than 50% of the students referred to STEM-related skills, such as entrepreneurship, communication, problem solving, and collaboration, which they used to successfully develop their design. The design-based learning approach was useful in encouraging the students to apply the design process to solve real-world problems. They defined the problems in context or specific situation, collected data, generated alternative ideas, chose the best solution, created and tested a prototype, and evaluated and redesigned the prototype.