Using knowledge building and flipped learning to enhance students' learning performance in a hands‐on STEM activity.
Background: Society requires individuals to have the ability to synthesise knowledge from diverse sources, typically acquired through science, technology, engineering, and mathematics (STEM) education. Objectives and Methods: We utilised a moderately rigorous design to investigate the effects of com...
| Publicado en: | Journal of Computer Assisted Learning Vol. 40; no. 6; pp. 3474 - 3486 |
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| Autores principales: | , |
| Formato: | clinical trial pictorial research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Dec2024
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=180899699&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 180899699 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Dec2024 vid: 40 iid: 6 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 180899699 180195959 180899699 180899699 10.1111/jcal.13069 180899699 ppf: 3474 ppct: 12 formats: tig: atl: Using knowledge building and flipped learning to enhance students' learning performance in a hands‐on STEM activity. aug: au: Chen, Jyun‐Chen Liu, Chia‐Yu affil: Research Center for Curriculum and Instruction, National Academy for Educational Research, New Taipei City, Taiwan sug: subj: Creativeness Knowledge Evaluation Learning Methods Interpersonal Relations Motivation Assistive Technology Outcomes of Education Human Funding Source Male Female Child Descriptive Statistics Data Analysis Software Pretest-Posttest Design T-Tests Clinical Trials Control Group Analysis of Covariance Conceptual Framework Power Sources Study Design Robotics Group Processes Science Technology Engineering Mathematics Problem-Based Learning Reliability Coefficient alpha Questionnaires Summated Rating Scaling Regression Child: 6-12 years Male Female ab: Background: Society requires individuals to have the ability to synthesise knowledge from diverse sources, typically acquired through science, technology, engineering, and mathematics (STEM) education. Objectives and Methods: We utilised a moderately rigorous design to investigate the effects of combining a hands‐on STEM activity with active learning approaches of knowledge building (KB) and flipped learning on the learning performance of 188 senior students. Students needed to work in groups to construct a remote‐controlled car using a remote‐control module and electrical circuit, followed by the task of putting balls into a basket. Results: After the activity, all participants' STEM knowledge, learning motivation, and creativity improved. For STEM knowledge, students who received the integrated KB and flipped learning approach (E2 group) outscored those who received only KB (E1 group), whereas the E1 group outperformed those who received lectures (control group). For learning motivation, the E1 group outperformed the control group. The E2 group outperformed the control group on the post‐test only when the students' learning motivation pre‐test scores were lower, suggesting the effectiveness of both active learning approaches. For creativity, both E1 and E2 groups performed better than the control group. Conclusions: The potential benefits of combining active learning approaches with hands‐on STEM activities were revealed in terms of STEM knowledge, learning motivation, and creativity. Surprisingly, the combination method was the most effective in energising unmotivated students for STEM education. Lay Description: What is currently known about this topic?: Science, technology, engineering, and math (STEM) hands‐on activities have been prioritised worldwide to cultivate students' abilities to integrate disparate bits of information obtained from multiple sources into coherent knowledge.Two active learning approaches—knowledge building (KB) and flipped learning—are especially well‐suited for STEM hands‐on activities.Prior research on KB has frequently examined only a subset of student performance by using a somewhat less rigorous experimental design.The impact of flipped learning and classroom on student performance is still debatable, and more constructivist teaching methodologies, such as KB, are required. What does this paper add?: Students' performance improved after participating in a hands‐on STEM project that involved building a remote‐controlled car and completing a ball‐in‐the‐basket task.KB and flipped learning helped to foster students' STEM knowledge and creativity.Students who lacked learning motivation benefited the most from the combination of KB and flipped learning. Implications for practice and/or policy: The potential benefits of combining active learning approaches with hands‐on STEM activities in STEM knowledge, learning motivation, and creativity have been revealed.The combination of KB and flipped learning was most effective in energising unmotivated students for STEM education. pubtype: Academic Journal doctype: clinical trial pictorial research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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