A Practical Action Research Study of the Impact of Maker-Centered STEM-PjBL on a Rural Middle School in Taiwan

Autor/inn/en	Chen, Chin-Sung; Lin, Jing-Wen
Titel	A Practical Action Research Study of the Impact of Maker-Centered STEM-PjBL on a Rural Middle School in Taiwan
Quelle	In: International Journal of Science and Mathematics Education, 17 (2019), S.85-108 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lin, Jing-Wen)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1571-0068
DOI	10.1007/s10763-019-09961-8
Schlagwörter	Foreign Countries; Action Research; Shared Resources and Services; STEM Education; Problem Based Learning; Rural Schools; Middle Schools; Junior High School Students; Student Centered Learning; Teacher Student Relationship; Student Attitudes; Scientific Attitudes; Attitude Change; Outcomes of Education; Creativity; Rural Education; Taiwan + Suchen Sie Ihr Suchwort? Ausland; Projektforschung; Gemeinwirtschaft; STEM; Problem-based learning; Problemorientiertes Lernen; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Middle school; Mittelschule; Mittelstufenschule; Junior High Schools; Student; Students; Sekundarstufe I; Schüler; Schülerin; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Teacher student relationships; Lehrer-Schüler-Beziehung; Schülerverhalten; Attitudinal change; Einstellungsänderung; Lernleistung; Schulerfolg; Kreativität; Ländliche Erwachsenenbildung
Abstract	This study explored how a 2-year, maker-centered science, technology, engineering, and mathematics (STEM) project-based learning (M-STEM-PjBL) curriculum aimed at leading students to be makers changed students, science teachers, and a rural middle school in Taiwan, where teachers were stressed due to the low birth rate and low grades in the Comprehensive Assessment Program for Junior High School Students (CAP). This practical action research study utilized data collected from 24 students in a maker class, their peers, 4 teachers, and administrative documents related to school enrollment and student competitions' records. Results showed that teachers had shifted their teaching from being teacher-centered to student-centered. The students who participated in the M-STEM-PjBL curriculum actively assisted peer learning and initiated active teacher-student interactions. Both teacher and student participants improved their practical skills during the process. Students in the maker science class had more positive attitudes toward science and science learning and changed their peers' attitudes in the regular science class. The problematic rate of not meeting the required standard in the science subtest of the CAP was reduced from 36 to 26%. Moreover, student participants' products recommended to the county or national level competitions frequently won awards. Student participants' creativity and the science teachers' teaching efforts were recognized in the media. Parent endorsement of the school was increased, the threat of losing students to other schools was decreased, and the crisis of cutting the number of classes was reduced. (As Provided).
Anmerkungen	Springer. Available from: Springer Nature. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01