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The senior high school students’ learning behavioral model of STEM in PBL

Abstract

The purpose of the study was to explore a learning behavioral model of project-based learning (PBL) for senior high school students in the context of STEM (science, technology, engineering, and mathematics). Using “audio speakers” as the project theme, a series of tasks were designed to be solved using STEM knowledge via an online platform and student group discussions. A total of 84 volunteer students from a senior high school and a vocational school in Pingtung, Taiwan, were divided into 21 groups. Text analysis and questionnaire survey were administered. Data sources were the participants’ information collected via the STEM online platform and the questionnaire survey regarding STEM in PBL. The findings of the study are as follows: (1) the learning behavioral model for STEM in PBL showed a positive influence on students’ behavior in the form of cognition and behavioral intentions. In addition, cognition and behavioral intentions were positively influenced by attitude. The overall model fit was positive and could effectively explain senior high school and vocational school students’ learning behavior as related to STEM in PBL; (2) according to the results of the analysis of STEM from the online platform, students displayed a positive attitude, attained integrated conceptual and procedural knowledge, and demonstrated active behavioral intentions through STEM in PBL. In addition, the students’ creative and organized project outcomes revealed the effects of their behavior.

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Correspondence to Ru Chu Shih.

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Lou, S.J., Liu, Y.H., Shih, R.C. et al. The senior high school students’ learning behavioral model of STEM in PBL. Int J Technol Des Educ 21, 161–183 (2011). https://doi.org/10.1007/s10798-010-9112-x

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Keywords

  • STEM integrated knowledge
  • PBL
  • Senior high school and vocational school students