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When I Believe, I Can: Success STEMs from My Perceptions.
Hyunkyung Kwon1, Robert M Capraro1, Mary Margaret Capraro1
1Department of Teaching, Learning and Culture, Texas A&M University, 4232 TAMU, College Station, TX 77843 USA.
Canadian Journal of Science, Mathematics and Technology Education = Revue Canadienne De L'Enseignement Des Sciences, Des Mathematiques Et De La Technologie
|April 16, 2024
Summary
Engaging in science, technology, engineering, and mathematics (STEM) project-based learning (PBL) activities significantly improved secondary students' mathematical problem-solving beliefs and their perceptions of STEM subjects and careers. These findings highlight the value of PBL in STEM education.
Area of Science:
- STEM Education
- Educational Psychology
Background:
- Global economic competitiveness necessitates effective STEM education.
- There is a growing interest in innovative pedagogical approaches like project-based learning (PBL) within STEM fields.
- Understanding the impact of PBL on student beliefs and perceptions is crucial for curriculum development.
Purpose of the Study:
- To investigate the effect of STEM project-based learning (PBL) activities on secondary students' mathematical problem-solving beliefs (PSB).
- To assess the impact of STEM PBL on students' perceptions of science, technology, engineering, and mathematics (STEM) subjects.
- To examine the influence of STEM PBL on students' perceptions of STEM careers.
Main Methods:
- A cohort of 68 secondary students participated in a STEM summer camp utilizing PBL activities.
- Data were collected through pre- and post-participation surveys measuring mathematical problem-solving beliefs and STEM semantics.
- Statistical analyses included descriptive statistics, paired-sample t tests, confidence intervals, effect sizes (Cohen's d), and linear regression.
Main Results:
- Students demonstrated statistically significant increases in mathematical PSB (p < .001, d = .50).
- Perceptions towards science (p < .001, d = .68), engineering (p = .002, d = .56), mathematics (p = .015, d = .42), and STEM careers (p < .001, d = .86) also significantly improved.
- Mathematical PSB positively and significantly predicted STEM career perceptions (p < .05).
Conclusions:
- STEM project-based learning (PBL) activities are effective in enhancing students' mathematical problem-solving beliefs.
- PBL positively influences student perceptions of STEM subjects and STEM careers.
- Educators should integrate STEM PBL activities to foster improved student outcomes in STEM fields.
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