Using knowledge building and flipped learning to enhance students' learning performance in a hands-on STEM activity

IF 5.1 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Computer Assisted Learning Pub Date : 2024-10-08 DOI:10.1111/jcal.13069

Jyun-Chen Chen, Chia-Yu Liu

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引用次数: 0

Abstract

Background

Society requires individuals to have the ability to synthesise knowledge from diverse sources, typically acquired through science, technology, engineering, and mathematics (STEM) education.

Objectives and Methods

We utilised a moderately rigorous design to investigate the effects of combining a hands-on STEM activity with active learning approaches of knowledge building (KB) and flipped learning on the learning performance of 188 senior students. Students needed to work in groups to construct a remote-controlled car using a remote-control module and electrical circuit, followed by the task of putting balls into a basket.

Results

After the activity, all participants' STEM knowledge, learning motivation, and creativity improved. For STEM knowledge, students who received the integrated KB and flipped learning approach (E2 group) outscored those who received only KB (E1 group), whereas the E1 group outperformed those who received lectures (control group). For learning motivation, the E1 group outperformed the control group. The E2 group outperformed the control group on the post-test only when the students' learning motivation pre-test scores were lower, suggesting the effectiveness of both active learning approaches. For creativity, both E1 and E2 groups performed better than the control group.

Conclusions

The potential benefits of combining active learning approaches with hands-on STEM activities were revealed in terms of STEM knowledge, learning motivation, and creativity. Surprisingly, the combination method was the most effective in energising unmotivated students for STEM education.

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利用知识建构和翻转学习提高学生在 STEM 实践活动中的学习成绩

背景社会要求个人具备综合不同来源知识的能力，这种能力通常是通过科学、技术、工程和数学（STEM）教育获得的。目标和方法我们采用适度严谨的设计，研究了将 STEM 实践活动与知识建构（KB）和翻转学习等主动学习方法相结合对 188 名高年级学生学习成绩的影响。学生需要以小组为单位，利用遥控模块和电路制作一辆遥控汽车，然后完成将球放入篮子的任务。结果活动结束后，所有参与者的 STEM 知识、学习动力和创造力都有所提高。在 STEM 知识方面，接受综合知识库和翻转学习法的学生（E2 组）的成绩优于只接受知识库的学生（E1 组），而 E1 组的成绩优于接受讲座的学生（对照组）。在学习动机方面，E1 组优于对照组。只有当学生的学习动机前测分数较低时，E2 组才会在后测成绩上优于对照组，这表明两种主动学习方法都很有效。在创造力方面，E1 和 E2 组的表现均优于对照组。结论将主动学习法与动手实践 STEM 活动相结合，在 STEM 知识、学习动机和创造力方面都有潜在的益处。令人惊讶的是，在激发无心向学的学生对 STEM 教育的兴趣方面，结合法最为有效。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of Computer Assisted Learning EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

9.70

自引率

6.00%

发文量

116

期刊介绍： The Journal of Computer Assisted Learning is an international peer-reviewed journal which covers the whole range of uses of information and communication technology to support learning and knowledge exchange. It aims to provide a medium for communication among researchers as well as a channel linking researchers, practitioners, and policy makers. JCAL is also a rich source of material for master and PhD students in areas such as educational psychology, the learning sciences, instructional technology, instructional design, collaborative learning, intelligent learning systems, learning analytics, open, distance and networked learning, and educational evaluation and assessment. This is the case for formal (e.g., schools), non-formal (e.g., workplace learning) and informal learning (e.g., museums and libraries) situations and environments. Volumes often include one Special Issue which these provides readers with a broad and in-depth perspective on a specific topic. First published in 1985, JCAL continues to have the aim of making the outcomes of contemporary research and experience accessible. During this period there have been major technological advances offering new opportunities and approaches in the use of a wide range of technologies to support learning and knowledge transfer more generally. There is currently much emphasis on the use of network functionality and the challenges its appropriate uses pose to teachers/tutors working with students locally and at a distance. JCAL welcomes: -Empirical reports, single studies or programmatic series of studies on the use of computers and information technologies in learning and assessment -Critical and original meta-reviews of literature on the use of computers for learning -Empirical studies on the design and development of innovative technology-based systems for learning -Conceptual articles on issues relating to the Aims and Scope