A Transdisciplinary STEM Course Integrated through Project-based Learning on Robotics: Perspective from Teacher and Student Feedback

Chi Cheng Chang*, Yu Kai Chen

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

1 Citation (Scopus)

Abstract

Project-based learning (PjBL) facilitates STEM learning, but the integrity of the project activities is a challenge and the design of integrated STEM courses through PjBL remains unclear. The purpose of this study was to design and evaluate a transdisciplinary STEM course integrated through PjBL in robotics. Participants in the teaching experiment for four weeks were 54 high school students, including 29 males and 25 females. Based on semi-structured interviews with students and teachers and open-ended questionnaires from students, the course not only facilitated knowledge integration and application but also brought a positive effect on students’ learning outcomes. This study not only confirms that PjBL can be applied in the STEM course but also provides a practical example as a reference for designing transdisciplinary STEM courses integrated through PjBL. Finally, the implications for teaching practices and theories are also proposed.

Original languageEnglish
JournalAsia Pacific Journal of Education
DOIs
Publication statusAccepted/In press - 2023

Keywords

  • Project-based learning
  • STEM, transdisciplinary
  • integration
  • robotics

ASJC Scopus subject areas

  • Education

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