Electricity, as a topic in Physics, continues to be widely regarded by students as difficult and therefore unattractive. Goes beyond traditional lectures with abstract circuit diagram and terminologies, some researchers proposed to give students a battery, some wires and a torch bulb and then ask students to light the bulb, during which students learn how it works. Such proposed teaching has promoted students' interest and understanding. However, even with hand-on experience, it is well known that knowledge is constructed upon existing metaphors during the learning process, and deeper and comprehensive understanding is only possible when the learning is constructive. In addition, school science has traditionally been built around well-defined problems and delivered separately. As most real-world problems are ill-defined and their solutions depend on the integration of multiple disciplinary, this study proposes to implement the notion of STEM in the teaching and engage them in understanding their daily-life issues, home electricity. That is, this study used home electricity around students' daily life as the topic for explorative learning and guide them through STEM integrative instruction to access the basic knowledge about electricity and engineering. It aims to not only promote students' understanding of electricity but also improve their attitude toward engineering. It is hoped that related rationales and discussions will stimulates researchers and educators to adopt or tailor their own learning designs for the current generation of youngsters and promote the quality of teaching and learning in STEM.
|Effective start/end date||2017/08/01 → 2018/07/31|
- Engineering education
- electricity and circuit
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