Students' Reflections on Their Scientist- or Engineer-Like Practices in STEM Project-Based Learning
Saved in:
| Title: | Students' Reflections on Their Scientist- or Engineer-Like Practices in STEM Project-Based Learning |
|---|---|
| Language: | English |
| Authors: | Tian Luo (ORCID |
| Source: | Journal of Baltic Science Education. 2024 23(1):119-130. |
| 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: | 12 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education Grade 4 Intermediate Grades Grade 5 Middle Schools Grade 6 |
| Descriptors: | STEM Education, Active Learning, Student Projects, Student Interests, Student Experience, Engineering, Technical Occupations, Scientists, STEM Careers, Student Attitudes, Elementary School Students, Gender Differences, Foreign Countries, Grade 4, Grade 5, Grade 6, Occupational Aspiration |
| Geographic Terms: | Hong Kong |
| ISSN: | 1648-3898 2538-7138 |
| Abstract: | Students build up their STEM career interest based on their experiences. However, it remains unclear how students reflect on their STEM experiences in light of their understanding of STEM careers. This study aimed to explore how students relate their practices in STEM project-based learning (PBL) with their perceptions of scientists' and engineers' work. A randomly selected sample of students (n =142) participating in a STEM event participated in structured interviews regarding the resemblance between their months-long STEM PBL and scientists' and engineers' work. The data were coded using content analysis mostly by adopting a bottom-up approach followed by statistical analysis. Results showed that the majority of students claimed that their group had done things like scientists, while only about half of the students acknowledged doing things like engineers. The number and aspects of the students' mentioned practices were generally limited, with engineer-like practices more divergent and reflecting their stereotype of engineers working as manual laborers. The results also suggest that students tend to neglect the minds-on but hands-off scientist- or engineer-like practices such as raising a question/problem. The findings address the research gap regarding how students reflect on their STEM PBL experiences in light of career development. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1422756 |
| Database: | ERIC |
| Abstract: | Students build up their STEM career interest based on their experiences. However, it remains unclear how students reflect on their STEM experiences in light of their understanding of STEM careers. This study aimed to explore how students relate their practices in STEM project-based learning (PBL) with their perceptions of scientists' and engineers' work. A randomly selected sample of students (n =142) participating in a STEM event participated in structured interviews regarding the resemblance between their months-long STEM PBL and scientists' and engineers' work. The data were coded using content analysis mostly by adopting a bottom-up approach followed by statistical analysis. Results showed that the majority of students claimed that their group had done things like scientists, while only about half of the students acknowledged doing things like engineers. The number and aspects of the students' mentioned practices were generally limited, with engineer-like practices more divergent and reflecting their stereotype of engineers working as manual laborers. The results also suggest that students tend to neglect the minds-on but hands-off scientist- or engineer-like practices such as raising a question/problem. The findings address the research gap regarding how students reflect on their STEM PBL experiences in light of career development. |
|---|---|
| ISSN: | 1648-3898 2538-7138 |
