Exploring the Learning Process and Effectiveness of STEM Education via Learning Behavior Analysis and the Interactive-Constructive-Active Passive Framework

Autor/inn/en	Lee, Hsin-Yu; Cheng, Yu-Ping; Wang, Wei-Sheng; Lin, Chia-Ju; Huang, Yueh-Min
Titel	Exploring the Learning Process and Effectiveness of STEM Education via Learning Behavior Analysis and the Interactive-Constructive-Active Passive Framework
Quelle	In: Journal of Educational Computing Research, 61 (2023) 5, S.951-976 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lee, Hsin-Yu)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0735-6331
DOI	10.1177/07356331221136888
Schlagwörter	Learning Processes; Instructional Effectiveness; STEM Education; Student Behavior; Comparative Analysis; Evaluation Methods; Statistical Analysis; Student Evaluation; Technology Uses in Education; High School Students; Foreign Countries; Taiwan + Suchen Sie Ihr Suchwort? Learning process; Lernprozess; Unterrichtserfolg; STEM; Student behaviour; Schülerverhalten; Statistische Analyse; Schulnote; Studentische Bewertung; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Ausland
Abstract	Given the inadequacy of assessed outcomes (e.g., final exam) and the importance of evaluating the learning process in STEM education, we use deep learning to develop the STEM learning behavior analysis system (SLBAS) to assess the behavior of learners in STEM education. We map learner behavior to the ICAP (interactive, constructive, active, passive) framework, helping instructors to better understand the learning process of learners. The results show that SLBAS exhibits high accuracy. Moreover, Cohen's kappa coefficient between expert coding and SLBAS is high enough to support replacing expert coding in the observation method with SLBAS to recognize the learning process of learners during STEM activities. Finally, statistical analysis establishes a correlation between the learning process and learning effectiveness. The results of this study are in line with most previous studies, demonstrating that STEM education differs from traditional teacher-centered courses in that it helps learners to improve the process of knowledge construction with practice and hands-on opportunities rather than simply receiving knowledge passively. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01