A model for examining middle school students’ STEM integration behavior in a national technology competition

Background Research on teaching and learning for science, technology, engineering, and mathematics (STEM) subjects has increased, and has demonstrated the importance of integrating interdisciplinary knowledge and skills. Our research model was based on the theory of planned behavior (TPB) and the data were analyzed by partial least squares-structural equation modeling. The present study aims to identify factors that play an important role in students’ ability to integrate STEM knowledge and skills. Results Data were collected from participants who had won awards in local contests and represented their regions in a national technology competition. The reliability and validity of our instrument, the Students’ STEM Integration Scale, were verified. The findings demonstrated that students’ intentions to integrate STEM knowledge and skills to solve complex problems can be predicted by their attitude and perceived behavioral control. Conclusions This work highlights factors which are associated with students’ intentions to integrate interdisciplinary knowledge and skills, and serves as a reference for research on the gap between intentions and actual behavior. The findings could help teachers and instructors design STEM-based activities to enhance students’ attitudes, perceived behavioral control, and intentions, to improve their ability to integrate STEM knowledge and skills.

THE COMPREHENSION OF CHEMISTRY TEACHER TOWARD STEM INTEGRATION IN CHEMISTRY LEARNING

This study was aimed to investigate the chemistry teacher knowledge related STEM integration in chemistry learning at automotive engineering programme of vocational school This research belonged to descriptive study with survey methods. The samples consisted of 19 ChTAE at automotive vocational school in Bantul Regency, Indonesia that were established through saturated sampling technique. The preceding knowledge about the IC-STEM learning integration of ChTAE were achieved by using STEM Knowledge Questionnaire (STEM-KQ) consisting of 9 opened questions. The responses of ChTAE toward STEM-KQ were analysed using question-by-question with interpretative coding of content analysis. The results of this research indicate that the ChTAE have good knowledge in defining and explaining STEM which in line with chemistry subject. However, their skills in designing and implementing CI-STEM still need to be enhanced. As the matter of that, the ChTAE must follow the activities relating with the preparation of CI-STEM. Therefore, the ChTAE could implement a meaningful chemistry subject in line with automotive expertise programme at vocational school.

Evolution of New Approaches in Pedagogy and STEM with Inquiry-Based Learning and Post-Pandemic Scenarios

In the last ten years, pedagogy has been evolving rapidly in terms of teaching approaches. This study is an attempt to analyze the recently developed novel pedagogy models. STEM integration and classroom engagement are primary approaches in pedagogy in recent times. The article aims to provide educators with some analytical tools to complement the modernization of STEM pedagogy. Integration flow and skill-set balancing, along with matrix analysis, are projected to be efficient solutions for evolved pedagogy. A novel PESTLE model is framed for tackling the changes in pedagogies during pandemics and emergencies. Inquiry-based learning can foster and accelerate the cause of integrating subjects in STEM pedagogy. In addition, the article discusses the post-pandemic scenario of pedagogy in the education system as a whole.

Assessment of Higher Order Thinking Skills Through Stem Integration Project-Based Learning for Elementary Level

Purpose of the Study- The purpose of this study was to assess the level of HOTS among students through STEM integration in Project-Based Learning (PBP) by using the conceptual framework and development modules of HOTS. Design/methodology/approach-A total of 4 teachers and 12Year 6 students from SK Methodist, Kapit were selected to participate in this study. Research data were collected through Action Research method using structured interview instrument, questionnaire form, also via pre and post test. Findings- The findings of needs analysis for the module have shown that the teachers thought that the HOTS development module should be developed by taking into account various learning strategies and using learning methods through STEM in Project Based Learning. Descriptive findings indicated that the need for students to use modules to improve HOTS is high. The t-test done to compare students’ achievement from pre- and post-test has shown significant differences in pre-test scores. The post-test scores have proven that STEM integration learning methods through Project-Based Learning can improve students’ HOTS. Authenticity/value- The results of this study are expected to help Science teachers to improve teaching practices to improve students' HOTS by using STEM integration learning methods in project-based learning. In addition, through the HOTS module developed, it is hoped to help students to improve HOTS in Science subjects and also to increase the knowledge of Science teachers in integrating STEM in project -based learning to improve students' HOTS in Science subjects. The results of this study can also be used as a guide by the MOE in designing a curriculum that can improve students' HOTS through the integration of STEM in Project- Based Learning.