Building Engineering Awareness: Problem-Based Learning Approach for STEM Integration

Autor/inn/en	Rehmat, Abeera P.; Hartley, Kendall
Titel	Building Engineering Awareness: Problem-Based Learning Approach for STEM Integration
Quelle	In: Interdisciplinary Journal of Problem-based Learning, 14 (2020) 1, (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	ORCID (Rehmat, Abeera P.) ORCID (Hartley, Kendall)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1541-5015
Schlagwörter	Engineering Education; Problem Based Learning; STEM Education; Knowledge Level; Critical Thinking; Constructivism (Learning); Instructional Effectiveness; Grade 4; Elementary School Students + Suchen Sie Ihr Suchwort? Ingenieurausbildung; Problem-based learning; Problemorientiertes Lernen; STEM; Wissensbasis; Kritisches Denken; Unterrichtserfolg; School year 04; 4. Schuljahr; Schuljahr 04
Abstract	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 < 0.05) between problem-based learning and traditional learning groups in regard to their content knowledge and critical thinking skills. (As Provided).
Anmerkungen	Indiana University. 107 South Indiana Avenue, Bryan Hall 203B, Bloomington, IN 47405. Tel: 317-274-5647; Fax: 317-278-2360; Web site: https://scholarworks.iu.edu/journals/index.php/ijpbl/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01