The Impact of Problem-Based Learning Strategies on STEM Knowledge Integration and Attitudes: An Exploratory Study among Female Taiwanese Senior High School Students

Autor/inn/en	Lou, Shi-Jer; Shih, Ru-Chu; Diez, C. Ray; Tseng, Kuo-Hung
Titel	The Impact of Problem-Based Learning Strategies on STEM Knowledge Integration and Attitudes: An Exploratory Study among Female Taiwanese Senior High School Students
Quelle	In: International Journal of Technology and Design Education, 21 (2011) 2, S.195-215 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-7572
DOI	10.1007/s10798-010-9114-8
Schlagwörter	Student Attitudes; Focus Groups; Learning Strategies; Problem Based Learning; Content Analysis; Grade 10; High School Seniors; STEM Education; Scientific Attitudes; Power Technology; Instructional Effectiveness; Females; Science Process Skills; Science Projects; Attitude Change; Foreign Countries; Taiwan; Attitude Scale + Suchen Sie Ihr Suchwort? Schülerverhalten; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Problem-based learning; Problemorientiertes Lernen; Inhaltsanalyse; STEM; Antriebstechnik; Unterrichtserfolg; Weibliches Geschlecht; Science; Project; Wissenschaft; Projekt; Attitudinal change; Einstellungsänderung; Ausland
Abstract	This study was designed to explore the effects of problem-based learning (PBL) strategies on the attitudes of female senior high school students toward integrated knowledge learning in science, technology, engineering, and mathematics (STEM). Content analysis and focus group methods were adopted as the research processes. Data and information about the STEM internet platform, an attitude scale and the contents of interviews were also collected for analysis. The subjects were 10th grade students at a girls' senior high school who volunteered to organize teams for a Solar Electric Trolley Contest. A total of 40 students were grouped into 18 teams. The results of the study indicate: (1) that PBL strategies can be helpful in enhancing students' attitudes toward STEM learning and the exploration of future career choices; (2) that the PBL teaching strategy helped to lead students step by step toward completing the contest's mission and to experience the meaning of integrated STEM knowledge; (3) that not only that students can actively apply engineering and science knowledge, but also that students tend to gain more solid science and mathematics knowledge through STEM learning in PBL; and (4) that PBL can enhance students' abilities and provide them experiences related to knowledge integration and application. Therefore, it is recommended that the curriculum at the girls' senior high school include more content related to specialty subjects to enhance their technological capabilities. In addition, a learning mechanism should be offered to aid advisers or teachers in strengthening students' integrated and systematic knowledge about STEM. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10