Comparative Analysis between a STEM-Based Learning Process and Traditional Teaching

Autor/inn/en	López-Belmonte, Jesús; Segura-Robles, Adrián; Moreno-Guerrero, Antonio-José; Parra-González, María Elena
Titel	Comparative Analysis between a STEM-Based Learning Process and Traditional Teaching
Quelle	In: South African Journal of Education, 42 (2022), Artikel 2057 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (López-Belmonte, Jesús) ORCID (Segura-Robles, Adrián) ORCID (Moreno-Guerrero, Antonio-José) ORCID (Parra-González, María Elena)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-0100
Schlagwörter	STEM Education; Technology Uses in Education; Teaching Methods; Foreign Countries; Secondary School Students; Student Motivation; Spain + Suchen Sie Ihr Suchwort? STEM; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Sekundarschüler; Schulische Motivation; Spanien
Abstract	The use of technology in education has modified teaching and learning processes. New concepts such as science, technology, engineering and mathematics (STEM) are changing traditional learning. The purpose of STEM education is to prepare students for university engineering courses and higher technical education. The main aim of the study reported on here was to understand the influence of a STEM-based teaching process in different socio-educational dimensions. This was done by comparing the results achieved with a traditional expository teaching process with different groups of students. A quasi-experimental design was applied. A sample of 231 Spanish students from the first year of secondary education (ESO) was chosen. The results show that the STEM approach was significant in all the dimensions of study and, according to teachers, was more influential for student motivation and grades. The results also show that the STEM teaching approach was significant in all the dimensions of study. These dimensions are motivation; teacher-student, student-content and student-student interactions; autonomy; collaboration; depth of content; resolution of problems; class time, student ratings; and teacher ratings. According to teachers, the strongest influence was on the students' motivation and qualifications. (As Provided).
Anmerkungen	Education Association of South Africa. University of Pretoria, Centre for the Study of Resilience, Level 3, Groenkloof Student Centre, Department of Educational Psychology, Faculty of Education, George Storrar Road and Lleyds Street, Pretoria 0001, South Africa. Web site: http://www.sajournalofeducation.co.za/index.php/saje/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01