The Effectiveness of the Integrated STEM-PBL Physics Module on Students' Interest, Sensemaking and Effort

Autor/inn/en	Sulaiman, Fauziah; Rosales JR, Jeffry Juan; Kyung, Lee Jae
Titel	The Effectiveness of the Integrated STEM-PBL Physics Module on Students' Interest, Sensemaking and Effort
Quelle	In: Journal of Baltic Science Education, 22 (2023) 1, S.113-129 (17 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Sulaiman, Fauziah) ORCID (Rosales JR, Jeffry Juan) ORCID (Kyung, Lee Jae)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1648-3898
Schlagwörter	STEM Education; Physics; Science Education; Program Effectiveness; Student Projects; Active Learning; High School Students; Foreign Countries; Conventional Instruction; Teaching Methods; Student Interests; Interdisciplinary Approach; South Korea (Seoul); Malaysia + Suchen Sie Ihr Suchwort? STEM; Physik; Naturwissenschaftliche Bildung; Schulprojekt; Aktives Lernen; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Studieninteresse; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität
Abstract	Issues like why students felt far from physics and did not choose physics as their prime learning option are familiar in education. This paper aims to study the effectiveness of the STEM-Project-Based learning module in physics on students' personal interest and sensemaking and effort. This research used the quasi-experimental model, employing a two-group pre-survey-post-survey design. Quantitative data were collected using the Colorado Learning Attitude about Science Survey (CLASS) instrument at two selected schools in Sabah, Malaysia, and Seoul, Korea. The sample size was 88 Form 4 students in Malaysia and 66 second-year high school students in Korea who learned classical mechanics. The students were divided into two groups, respectively, i.e., the experimental group (Malaysia=44, Korea=33) and the control group (Malaysia=44, Korea=33). Participants in the experimental group were intervened with the integrated STEM-PBL physics module, whilst participants in the control group learned physics through a conventional approach for eight weeks. Participants in both groups were then administered a pre-survey before and post-survey after the intervention. This research showed that the integrated STEM-PBL physics module significantly improved students' personal interest, and sense-making and effort after the intervention. The paper also highlighted the research's implications and suggestions. (As Provided).
Anmerkungen	Scientia Socialis Ltd. 29 K. Donelaicio Street, LT-78115 Siauliai, Republic of Lithuania. e-mail: scientia@scientiasocialis.lt; e-mail: mail.jbse@gmail.com; Web site: http://www.scientiasocialis.lt/jbse/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01