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The purposes of this research study were to develop solving-problems in science learning approach with the Problem-Based Learning (PBL) instructional lesson plans to enhance students’ learning achievements and their solving-problem abilities in science with the efficiency of the processing performances and the performance results (E1/E2) at the determining criteria as 80/80, students’ learning achievements of their post assessing test and the criteria learning outcomes at 80% with the PBL, and students’ solving-problem abilities and the criteria learning outcomes at 80% with the PBL toward science were compared, and to associate between students’ learning achievements and their solving-problem abilities with the PBL was analyzed. Administrations with a sample size which consisted of 48 lower secondary educational students at the 9th grade The aims of this research study were 1) to develop activity-based learning conceptual approach with the STEM Education instructional method on the photosynthesis issue to promote students’ learning achievements and their systematic thinking abilities at the 11th grade level with the efficiency of the processing performances and the performance results (E1/E2) at the determining criteria as 75/75, 2) to compare between students’ learning achievements of their pre-test and post-test assessments with the STEM Education instructional method on the photosynthesis issue, 3) to compare between students’ systematic thinking abilities of their pre- and post-learning activities that based on learning conceptual approach with the STEM Education instructional method on the photosynthesis issue, 4) to analyze of students’ associations between their learning achievements and their systematic thinking abilities with the post learning activities that based on learning conceptual approach with the STEM Education instructional method on the photosynthesis issue. Data administrations with a sample size consisted of 21 upper secondary educational students at the 11th grade level from Mahawichanukul School under the Maha Sarakham Secondary Educational Service Area Office 26 with the purposive sampling random technique was selected. The research instruments were determined with a main-STEM Education instructional method’s lesson plan to management of the activity-based learning conceptual approach in 15 hours, the Learning Achievement Assessing Test, and the Systematic Thinking Ability Measuring Test were used. Statistically significant with the average mean score, standard deviation, percentage, independent variable t-test were analyzed, simple and multiple correlations, standardized regression weight validity, and coefficient predictive value (R2) were associated. The results of these research findings have revealed as: 1. Students were evaluated to determine performance criteria with the efficiency of the processing performance and the performance results (E1/E2) of the STEM Education instructional method’s lesson plan to management to the activity-based learning conceptual approach indicated that of 77.16/75.24, which was higher than standardized criteria of 75/75. 2. Students’ learning achievements of their pre-test and post-test assessing differences were also found evidence of statistically significant at the 0.01 level. 3. Students’ responses of their systematic thinking abilities to their previous and lately learning with the STEM Education instructional method’s lesson plan to management of the activity-based learning conceptual approach were differentiated evidence of 0.01, significantly. 4. Associations between students’ performances of their learning achievements and their systematic thinking abilities toward their activity-based learning conceptual approach with the STEM Education instructional method on the photosynthesis class were considered together, there was a significant evidence of the 0.01 with the systematic thinking abilities, relatively.
This study focuses on investigating the effects of students’ activity-based on learning approaching management through the popular instruction; STEM Education Instructional Model on the Second Newton’s Law (spring and conservative law) issue for fostering students’ creative thinking abilities of their learning achievements to their students’ perceptions of their physics laboratory classroom environments. Administrations, which the sample size consisted of 48 upper secondary educational students at the 10th grade level from Mahasarakham University Demonstration School with cluster random sampling technique was selected. The purposes of this research study were to analyze of the processing performances and the performance results (E1/E2) efficiency at the determining criteria as 75/75. Students’ learning achievements with the pre-test and post-test design were assessed. Students’ learning achievements of their post-test assessment and their creative thinking abilities of their perceptions to their physics laboratory class towards physics were associated. Using the STEM Education instructional innovation’s lesson plans were managed the instructional activities, the Pre-Test and Post-Test Assessments were designed, students’ creative thinking abilities were fostered with the 24-item Guilford Creative Thinking Questionnaire (GCTQ), and students’ perceptions of their classroom learning environment obtained of the 35-item Physics Laboratory Environment Inventory (PLEI) was determined. Statistically significant were analyzed with the Simple and Multiple Correlations, Standardized Regression Weight Validity (β), and Coefficient Predictive Value (R2) were associated. The results of these research findings have revealed as: students were evaluated to determine performance criteria with the efficiency of the processing performance and the performance results (E1/E2) of the STEM Education instructional method’s innovation lesson plans to management to the activity-based learning approach indicated that 78.23/75.38, which was higher than standardized criteria of 75/75. Students’ learning achievements of their pre-test and post-test assessing differences were also found evidence at the 0.01 level, significantly. Associations between students’ learning achievements of their post-test assessment indicated that 26% of the coefficient predictive value (R2) of the variance in students’ creative thinking abilities was attributable to their perceptions for the CTAT. Students’ learning outcomes of their post-test assessment, the R2 value indicated that 35% of the variances in students’ perceptions to their physics laboratory classes for the PLEI. Students’ perceptions of their PLEI classes, the R2 value indicated that 57% of the variances in students’ responses to their creative thinking abilities were attributable to their affecting the activity-based on learning approaching management through the STEM education instructional method for fostering their creative thinking abilities to their learning achievements and their perceptions in physics laboratory classes of upper secondary students at the 10th grade level are provided.
The purposes of this research were to evaluate and develop of An Innovative Instructional STEM Education Strategy Lesson Plan Combined with the Brainstorming Techniques (STEM & BTS) for enhancing students’ learning achievements and transforming their science related attitudes for secondary students at the 8th grade level in science class on Light and Visible Light issue with the processing and performance resulting effective determinant criteria at the level of 75/75. Students’ learning achievements and their science attitudes to their pre and post assessing designs toward their learning management according to the instructional model of learning management in the STEM & BTS were compared. Associations between students’ learning achievements of their posttest assessment and their attitudes toward science with the STEM & BTS for enhancing students’ learning achievements and transforming their science related attitudes were assessed. Administration of the sample size of 25 students at the 8th grade level from Khatiyawongsa School under the Secondary Educational Service Area Office 27, Roi-Et with the purposive random sampling technique was selected. The STEM & BTS composed of an innovative instructional lesson plan and 9 subunits in 15 hours on 5 weeks were instructed management. Students’ learning achievements were assessed with the 50-item Learning Achievement Test (LAT) in four multiple choices of their pretest and posttest assessments. Students’ attitudes toward science were assessed of their perceptions with the 8-item Test Of Science-Related Attitude (TOSRA). Statistically significant was analyzed the data with Mean ((X) ̅), Standard Deviation (S.D.), Percentage, t-test, One-Way ANOVA (eta2), Simple Correlation (r), Standardized Regression Coefficient (β), Multiple Correlation (R), and Coefficient Predictive Value (R2). The results of these research findings followed as: An innovative instructional STEM education strategy combined with the brainstorming techniques for enhancing students’ learning achievements and transforming their science related attitudes at the 8th grade level was assessed of six learning activities by the 3-Professional Experts with the Index of Item Objective Congruence (IOC ), it has found that the IOC indicated of 0.88, students’ responses of their learning activities were at the high level, the relationships of six learning activities with F-test was significant at level of 0.001, and the Cronbach Alpha Reliability of the TOSRA was 0.79. The effectiveness of the innovative learning management lesson plan in form of the STEM & BTS (E1/E2) was 77.64/78.48, which has higher than the standardized determining criteria of 75/75. Students’ learning achievements of their pretest and posttest assessments with the LAT to the STEM & BTS with their posttest was higher than pretest and statistically significant was differentiated, significantly (ƿ < .001). Students’ attitudes toward science were assessed with the TOSRA, the average mean scores with their post-attitude were higher than pre-attitude and statistically significant was differentiated, significantly (ƿ < .01). Associations between students’ learning achievements of their post-LAT their post-TOSRA toward science, the R2 value indicated that 50% of the variance in students’ learning achievements of their science class was attributable to their post attitudes toward science in the STEM & BTS for enhancing students’ learning achievements and transforming their science related attitudes and statistically significant was also found at the 0.01 level, relatively.
The purposes of this research study were to develop solving-problems in science learning approach with the Problem-Based Learning (PBL) instructional lesson plans to enhance students’ learning achievements and their solving-problem abilities in science with the efficiency of the processing performances and the performance results (E1/E2) at the determining criteria as 80/80, students’ learning achievements of their post assessing test and the criteria learning outcomes at 80% with the PBL, and students’ solving-problem abilities and the criteria learning outcomes at 80% with the PBL toward science were compared, and to associate between students’ learning achievements and their solving-problem abilities with the PBL was analyzed. Administrations with a sample size which consisted of 48 lower secondary educational students at the 9th grade level from Wapi Phatum School under the Maha Sarakham Secondary Educational Service Area Office 26 with the purposive sampling random technique was selected. Using the 6-main instructional PBL method’s lesson plans to management of the activity-based learning conceptual approach in 12 hours, the 30-item Learning Achievement Assessing Test (LAAT), and the 20-item Solving-Problem Ability Measuring Test (SPAMT) were used. Statistically significant with the average mean scores, standard deviation, percentage, independent variable t-test were analyzed, simple and multiple correlations, standardized regression weight validity, and coefficient predictive value (R2) were associated. The results of these research findings have revealed as: students were evaluated to determine performance criteria with the efficiency of the E1/E2 results with the PBL method indicated that of 85.48/84.44, which was higher than standardized criteria of 80/80. Students’ learning achievements of their post assessing test and the scientific solving-problem learning ability outcomes at 80% with the PBL were differentiated that evidence at the 0.05 level, significantly. Students’ performances of their SPAMT and the criteria learning outcomes at 80% with the PBL toward science were also found of statistically significant that evidence of 0.01, differently. Associations between students’ learning outcomes of their LAAT and their SPAMT toward science, the R2 value indicates that 67% of the variance in solving-problem abilities to their science class was attributable to their learning achievements of their Problem-Based Learning (PBL) instructional method toward science.
A modern instructional design has been popular in the 21st century, the STEM education: a curriculum based on the idea of educating students in four specific disciplines of science, technology, engineering and mathematics and in an interdisciplinary and applied approach. The purposes of this research study were to develop activity-based learning conceptual approach with the STEM Education instructional method on the Motion issue to assess the efficiency of the processing performances and the performance results (E1/E2) at the determining criteria as 75/75, students’ learning achievements of their critical thinking abilities and to attitudes toward science of their previous and later learning the assessing tests with the STEM education were compared, associations between students’ learning achievements of their critical thinking abilities and their science attitudes toward physics with the STEM education instructional method were assessed. Administrations with the target group which a sample sizes of 64 secondary students at the 10th grade level in two classes from Jaturapakpiman Ratchadaphisek School under the Roi-Et Secondary Educational Service Area Office 27 with the purposive sampling technique. Students’ instructional approaching management with the STEM Education Instructional Lesson Plans in six weeks in 15 periods in second semester in academic year 2016 was checked quality. Students’ leaning achievements with the Pretest and Posttest Assessing Designs were evaluated. Students’ perceptions were obtained of the 20-item Critical Thinking Ability Test (CTAT). Students’ attitudes were assessed with a short form of Test Of Science-Related Attitude (TOSRA). Statistically significant differences were analyzed with t-test, ANOVA, associated between students’ learning achievements and their critical thinking to their science attitude toward physics were examined with the simple, and multiple correlations, simple regression validity, and coefficient predictive value were associated. The results of these finding have found that: students were evaluated to determine performance criteria with the efficiency of the processing performance and the performance results (E1/E2) of the STEM Education instructional method’s lesson plans to management of students’ activities indicated that of 83.85/81.29, which was higher than standardized criteria of 75/75. Students’ learning achievements from the total score of 40 to their average mean score of pre-test (x ̅ = 15.57, S.D. = 7.06) and post-test (x ̅ = 32.51, S.D. = 1.63) assessments with the STEM Education instructional method were differentiated that evidence of statistically significant at the 0.001 level. Associations between students’ learning outcomes of learning achievements and their critical thinking abilities to their science rerated attitudes toward physics, the coefficient predictive values (R2) indicated that 4% and 5%, 4% and 16%, 33% and 36%, 61% and 62%, 14% and 20%, and 54% and 71% of the variance in students’ learning outcomes of their pre and post learning achievements of their pre-test assessment and their later critical thinking abilities to their later science rerated attitudes, students’ learning outcomes of their post-test assessment and their previous critical thinking abilities to their pervious science rerated attitudes, students’ learning outcomes of their post-test assessment and their later critical thinking abilities to their later science rerated attitudes, students’ learning performances of their previous critical thinking abilities to their pervious and later science rerated attitudes, and students’ learning performances of their later critical thinking abilities to their pervious and later science rerated attitudes toward physics to their physics classes were attributable to their previous learning achievement with the STEM Education instructional method were associated, respectively. Based on all the findings, suggestions for improving student learning achievements in learning are of science on physics subject to enhance students’ critical thinking abilities and their science attitudes with the STEM education instructional method of upper secondary students are provided, interestingly.
Asian Journal of Education and Training
Effect of Stem-Based Activities Conducted in Science Classes on Various VariablesJurnal Basicedu
Improving Science Learning Activities and Outcomes by Using Problem Based Learning Model at Elementary School2020 •
Science learning requires direct experience in order to develop the ability to explore and understand the natural surroundings scientifically. So far in elementary school at Bukittinggi, the process of learning science only memorizes facts, principles or theories. In science learning, students are not involved in finding or applying their own ideas and they do not instill the values contained in the learning. The science learning process in classroom is not yet fully in accordance with the demands of the curriculum. The teacher provides more material in the textbook without relating it to students' daily problems that are in accordance with the material, thus causing less interesting in learning. The teacher also has not actively involved all students in learning and emphasizes learning only on students who are smarter. The purpose of this study was to increase the activity and learning outcomes of science learning by using a problem-based learning model in SDN 11 Aur Kuning Buk...
Pancaran Pendidikan
Stem-Based Science Learning in Junior High School: Potency for Training Students’ Thinking SkillSTEM (Science, Technology, Engineering, and Mathematics) education including science learning, is needed to face 21st-century development, especially for training thinking skill. STEM is believed to increase students’ thinking skill, interest, and STEM literacy. This study aims to know the extent of thinking skill trained through science learning in Junior High School and to know challenges and potencies of developing STEM- based science learning. The study was conducted in SMP N 1 Masaran through various data collection methods. Data were collected by in-depth interviews with 7 science teachers, observation, documentation, and literature study about plan and process of the science lesson, also STEM education as an approach. And then, data were analysed reflectively toward various documents and literature. Assessments which categorized "higher order thinking skill" were below 5% of all assessments provided to students. There are potencies that able to develop to train stud...
This research purposed to study the effects of using STEM projects, on environmental problem-solving ability of upper secondary school students. The samples were 69 students, who enrolled in course " Science Project 1 " in the first semester of academic year 2017. They were divided into three groups: high, moderate, and low science performance. There were two research instruments in this study: 1) STEM project-based learning lesson plans with five stages: 1.1) Problem defining, 1.2) Problem cause analyzing, 1.3) Possible solution generating, 1.4) STEM projects creating and 1.5) Solution evaluating, and 2) the environmental problem-solving ability test. The validity of instrument was examined by three experts in the area of science education and environmental science. The data were analyzed by arithmetic mean, standard deviation, and dependent sample t-test. The findings were found that 1) All students can create the STEM projects and use them to solve an environmental problem in community practically, 2) there was statistically significant difference of environmental problem-solving ability scores before and after using STEM projects lesson plans at.05 level in all levels of students' performance.
To investigate the encouragement of students’ learning achievements and their attitudes towards science through the STEM education instructional method in science classes at the 9th grade level was to develop learning management with the STEM education instructional method on Electrical Circuit Connection and Ohm’s Law Issue in science class of secondary students at the 9th grade level to be effective process and result (E1/E2) according to criteria effectiveness of 75/75, students’ learning achievements of their posttest assessment of their attitudes towards science and the 75-percent criterion with the STEM Education instructional method were compared, which were the main of research objectives with a sample of 35 secondary students in Watsratong Municipal School under Roi-Et Municipality Province in the second semester of the academic year 2016 with the purposive sampling technique were selected. Using the Innovative Instructional Lesson Plan (IILP) through the STEM education instructional method obtained at the Strand 8: Nature of Science and Technology, Standard SC 8.1: Electric and Electronics was administered. Students’ learning achievements were assessed with the 30-item Learning Achievement Test (LAT) that it had the discriminative value ranged from 0.60 to 1.00, with a 0.88 confidence interval. Students’ perceptions of their attitudes toward science were assessed with the Test Of Scène-Related Attitude (TOSRA) that obtained of 8 items and the Cronbach alpha reliability of the TOSRA was 0.82. The results of these findings have found that: The E1/E2 efficiency was 77.55/76.19, which is higher than the standard set of 75/75 performance criteria. Comparisons between students’ learning achievements of their post LAT and the 75-percent criterion was 76.19% ( = 22.85, = 2.01) and the mean scores of LAT and the 75-percent was differentiated at .05 levels, significantly. Students’ perceptions of their attitudes towards science with the TOSRA indicated that a highest level ( = 4.51, = 0.56) and associations between students’ learning achievements and their attitudes toward science revealed that are positive relatively, significantly.
Journal of Computer and Education Research
The Effect of STEM Education Approach in Science Teaching: Photosynthesis Experiment Example2020 •
Nowadays, the use of Information Technologies in almost every field, especially in the field of education is increasing rapidly and gaining importance day by day. Within the scope of educational technologies in the field of education, studies are carried out for the functional use of information technologies. One of these study types is STEM (Science, Technology, Engineering and Mathematics) interdisciplinary education approach. It is seen that the subjects in the structure and content of the science course will be applied with STEM interdisciplinary education approach in a way to handle the subjects of different disciplines when the literature is searched. In this study, it is aimed to realize an instructional design and application to gain science lesson target acquisition with STEM interdisciplinary education approach. The target acquisition for this purpose was selected as 'Its will be able to explain the factors which affect the growth and the development in plants and animals'. Within the scope of this acquisition, students were provided to produce the arduino based experiment set themselves, and their process and results were evaluated. In this context, the sample of study was chosen by random sample selection method with 36 students who are taking science lesson at 7th grade, 18 experimental group and 18 control group. Coding and Arduino training was given to the experimental group and they were asked to produce experimental set themselves. The effects of teaching of application towards the achievement goal were evaluated in terms of academic achievement by using pretest and posttest. As a result of study, it was seen that the experimental group of students were more successful in terms of academic achievement, achievement target disscused in the research.
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Scientific Reports
De novo transcriptome analysis of Lantana camara L. revealed candidate genes involved in phenylpropanoid biosynthesis pathway2020 •
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International Journal of Gynecology & Obstetrics
O498 Social and health reasons for lemon or lime juice vaginal douching among female commercial sex workers in Borno state Nigeria2009 •
Gastroenterology
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INFOR: Information Systems and Operational Research
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Proceedings of the National Academy of Sciences of the United States of America
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Društvene i humanističke studije
Government Formation in Multi-level Settings: Evidence from Post-Dayton Bosnia and Herzegovina2023 •
Religion, spirituality and health: a social scientific approach
Beliefs About One’s Relationship with God and Mental Health2017 •
Retrato de Sao Pedro de Moel e do Pinhal
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