构建工程意识:基于问题的STEM集成学习方法

IF 0.6 Q3 EDUCATION & EDUCATIONAL RESEARCH

Interdisciplinary Journal of Problem-Based Learning Pub Date : 2020-05-29 DOI:10.14434/ijpbl.v14i1.28636

Abeera P. Rehmat, Kendall Hartley

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引用次数: 16

摘要

21世纪的教育工作者需要思考创新的方法，让学生参与并为当前和未来的挑战做好准备，同时培养学生对STEM学科的兴趣。本研究旨在探讨基于问题的学习对学生STEM内容知识和批判性思维的影响。本研究采用准实验重复测量设计。采用STEM内容评估和标准化批判性思维测试等工具进行数据收集。分析采用混合重复测量的受试者间-内方差分析(ANOVA)。结果显示有显著性差异(p <。05)基于问题的学习与传统学习小组在内容知识和批判性思维技能方面的差异。

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Building Engineering Awareness: Problem Based Learning Approach for STEM Integration

Educators in the twenty-first century need to think of innovative ways to engage and prepare students for current and future challenges while cultivating an interest among students in STEM disciplines. This study sought to investigate the impact of problem-based learning on students’ content knowledge and critical thinking towards STEM. This study employed a quasi-experimental repeated measure design. Instruments such as STEM content assessments and a standardized critical thinking test were employed for data collection. Analysis was conducted using a mixed repeated measure between-within subject analysis of variance (ANOVA). The results revealed a significant difference (p <. 05) between problem-based learning and traditional learning groups in regard to their content knowledge and critical thinking skills.

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来源期刊

Interdisciplinary Journal of Problem-Based Learning EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

4.40

自引率

0.00%

发文量

审稿时长

32 weeks

期刊介绍： The Interdisciplinary Journal of Problem-based Learning (IJPBL) will be a global outlet for PBL scholarship, representing excellence in discovery and promoting transformative educational pedagogy. IJPBL will provide access to the most current research and practice related to PBL pedagogy, thus enhancing efforts of both PBL scholars and practitioners. The mission of IJPBL is to Publish rigorous research, representing a variety of disciplines, related to problem-based learning Engage key and emerging scholars in significant discussion of key issues facing PBL researchers and practitioners Provide up-to-date information to scholars and practitioners who are new to PBL research and pedagogy, enabling them to address current gaps in the literature and/or to transform current learning environments and practices.