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The Effectiveness of the Integrated STEM-PBL Physics Module on Students' Interest, Sensemaking and Effort

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Title: The Effectiveness of the Integrated STEM-PBL Physics Module on Students' Interest, Sensemaking and Effort
Language: English
Authors: Sulaiman, Fauziah (ORCID 0000-0001-9584-0421), Rosales JR, Jeffry Juan (ORCID 0000-0002-5299-6837), Kyung, Lee Jae (ORCID 0000-0002-0101-9921)
Source: Journal of Baltic Science Education. 2023 22(1):113-129.
Availability: Scientia Socialis Ltd. 29 K. Donelaicio Street, LT-78115 Siauliai, Republic of Lithuania. e-mail: scientia@scientiasocialis.lt; e-mail: mail.jbse@gmail.com; Web site: http://www.scientiasocialis.lt/jbse/
Peer Reviewed: Y
Page Count: 17
Publication Date: 2023
Document Type: Journal Articles
Reports - Research
Education Level: High Schools
Secondary Education
Descriptors: STEM Education, Physics, Science Education, Program Effectiveness, Student Projects, Active Learning, High School Students, Foreign Countries, Conventional Instruction, Teaching Methods, Student Interests, Interdisciplinary Approach
Geographic Terms: South Korea (Seoul), Malaysia
ISSN: 1648-3898
2538-7138
Abstract: Issues like why students felt far from physics and did not choose physics as their prime learning option are familiar in education. This paper aims to study the effectiveness of the STEM-Project-Based learning module in physics on students' personal interest and sensemaking and effort. This research used the quasi-experimental model, employing a two-group pre-survey-post-survey design. Quantitative data were collected using the Colorado Learning Attitude about Science Survey (CLASS) instrument at two selected schools in Sabah, Malaysia, and Seoul, Korea. The sample size was 88 Form 4 students in Malaysia and 66 second-year high school students in Korea who learned classical mechanics. The students were divided into two groups, respectively, i.e., the experimental group (Malaysia=44, Korea=33) and the control group (Malaysia=44, Korea=33). Participants in the experimental group were intervened with the integrated STEM-PBL physics module, whilst participants in the control group learned physics through a conventional approach for eight weeks. Participants in both groups were then administered a pre-survey before and post-survey after the intervention. This research showed that the integrated STEM-PBL physics module significantly improved students' personal interest, and sense-making and effort after the intervention. The paper also highlighted the research's implications and suggestions.
Abstractor: As Provided
Entry Date: 2023
Accession Number: EJ1386657
Database: ERIC
FullText Text:
  Availability: 0
CustomLinks:
  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1386657
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PubType: Academic Journal
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  Data: The Effectiveness of the Integrated STEM-PBL Physics Module on Students' Interest, Sensemaking and Effort
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  Data: <searchLink fieldCode="AR" term="%22Sulaiman%2C+Fauziah%22">Sulaiman, Fauziah</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-9584-0421">0000-0001-9584-0421</externalLink>)<br /><searchLink fieldCode="AR" term="%22Rosales+JR%2C+Jeffry+Juan%22">Rosales JR, Jeffry Juan</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-5299-6837">0000-0002-5299-6837</externalLink>)<br /><searchLink fieldCode="AR" term="%22Kyung%2C+Lee+Jae%22">Kyung, Lee Jae</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-0101-9921">0000-0002-0101-9921</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Baltic+Science+Education%22"><i>Journal of Baltic Science Education</i></searchLink>. 2023 22(1):113-129.
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  Data: Scientia Socialis Ltd. 29 K. Donelaicio Street, LT-78115 Siauliai, Republic of Lithuania. e-mail: scientia@scientiasocialis.lt; e-mail: mail.jbse@gmail.com; Web site: http://www.scientiasocialis.lt/jbse/
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  Data: 17
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  Data: <searchLink fieldCode="DE" term="%22STEM+Education%22">STEM Education</searchLink><br /><searchLink fieldCode="DE" term="%22Physics%22">Physics</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Education%22">Science Education</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Effectiveness%22">Program Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Projects%22">Student Projects</searchLink><br /><searchLink fieldCode="DE" term="%22Active+Learning%22">Active Learning</searchLink><br /><searchLink fieldCode="DE" term="%22High+School+Students%22">High School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Conventional+Instruction%22">Conventional Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Interests%22">Student Interests</searchLink><br /><searchLink fieldCode="DE" term="%22Interdisciplinary+Approach%22">Interdisciplinary Approach</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22South+Korea+%28Seoul%29%22">South Korea (Seoul)</searchLink><br /><searchLink fieldCode="DE" term="%22Malaysia%22">Malaysia</searchLink>
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  Data: 1648-3898<br />2538-7138
– Name: Abstract
  Label: Abstract
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  Data: Issues like why students felt far from physics and did not choose physics as their prime learning option are familiar in education. This paper aims to study the effectiveness of the STEM-Project-Based learning module in physics on students' personal interest and sensemaking and effort. This research used the quasi-experimental model, employing a two-group pre-survey-post-survey design. Quantitative data were collected using the Colorado Learning Attitude about Science Survey (CLASS) instrument at two selected schools in Sabah, Malaysia, and Seoul, Korea. The sample size was 88 Form 4 students in Malaysia and 66 second-year high school students in Korea who learned classical mechanics. The students were divided into two groups, respectively, i.e., the experimental group (Malaysia=44, Korea=33) and the control group (Malaysia=44, Korea=33). Participants in the experimental group were intervened with the integrated STEM-PBL physics module, whilst participants in the control group learned physics through a conventional approach for eight weeks. Participants in both groups were then administered a pre-survey before and post-survey after the intervention. This research showed that the integrated STEM-PBL physics module significantly improved students' personal interest, and sense-making and effort after the intervention. The paper also highlighted the research's implications and suggestions.
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  Data: As Provided
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  Data: 2023
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  Data: EJ1386657
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1386657
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 17
        StartPage: 113
    Subjects:
      – SubjectFull: STEM Education
        Type: general
      – SubjectFull: Physics
        Type: general
      – SubjectFull: Science Education
        Type: general
      – SubjectFull: Program Effectiveness
        Type: general
      – SubjectFull: Student Projects
        Type: general
      – SubjectFull: Active Learning
        Type: general
      – SubjectFull: High School Students
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Conventional Instruction
        Type: general
      – SubjectFull: Teaching Methods
        Type: general
      – SubjectFull: Student Interests
        Type: general
      – SubjectFull: Interdisciplinary Approach
        Type: general
      – SubjectFull: South Korea (Seoul)
        Type: general
      – SubjectFull: Malaysia
        Type: general
    Titles:
      – TitleFull: The Effectiveness of the Integrated STEM-PBL Physics Module on Students' Interest, Sensemaking and Effort
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            NameFull: Rosales JR, Jeffry Juan
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            NameFull: Kyung, Lee Jae
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            – TitleFull: Journal of Baltic Science Education
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