TY - JOUR
T1 - Effects of web-based versus classroom-based STEM learning environments on the development of collaborative problem-solving skills in junior high school students
AU - Lin, Kuen Yi
AU - Yu, Kuang Chao
AU - Hsiao, Hsien Sheng
AU - Chang, Yu Shan
AU - Chien, Yu Hung
N1 - Funding Information:
This research was funded by the Ministry of Science and Technology of the Republic of China under Contract numbers NSC 102-2511-S-003-059-MY2 and MOST 105-2628-S-003-001-MY3. The findings and recommendations contained in this article of those of the authors and do not necessarily reflect those of the Ministry of Science and Technology. We are extremely grateful to the teachers and students who participated in this study.
Publisher Copyright:
© 2018, Springer Nature B.V.
PY - 2020/3/1
Y1 - 2020/3/1
N2 - Collaborative problem-solving skills are one of the key competencies required in the twenty-first century. In this study, researchers attempted to compare the effectiveness of web-based collaborative problem-solving systems (wCPSS) and classroom-based collaborative hands-on learning activities (cCHLA) in the development of collaborative problem-solving skills in junior high school students who were learning science, technology, engineering, and mathematics (STEM)-related subjects. A quasi-experimental, nonequivalent pretest–posttest control group design was employed, and 241 junior high school students were invited to participate in the study. According to the results, a wCPSS-supported environment with teacher guidance was found to be more effective than either a wCPSS-supported environment without teacher guidance or a cCHLA-facilitated environment in developing students’ collaborative problem-solving skills in STEM fields. The study suggested that a web-based collaborative problem-solving system with teacher guidance can be used in developing junior high students’ collaborative problem-solving skills in STEM education.
AB - Collaborative problem-solving skills are one of the key competencies required in the twenty-first century. In this study, researchers attempted to compare the effectiveness of web-based collaborative problem-solving systems (wCPSS) and classroom-based collaborative hands-on learning activities (cCHLA) in the development of collaborative problem-solving skills in junior high school students who were learning science, technology, engineering, and mathematics (STEM)-related subjects. A quasi-experimental, nonequivalent pretest–posttest control group design was employed, and 241 junior high school students were invited to participate in the study. According to the results, a wCPSS-supported environment with teacher guidance was found to be more effective than either a wCPSS-supported environment without teacher guidance or a cCHLA-facilitated environment in developing students’ collaborative problem-solving skills in STEM fields. The study suggested that a web-based collaborative problem-solving system with teacher guidance can be used in developing junior high students’ collaborative problem-solving skills in STEM education.
KW - Classroom-based learning environment
KW - Collaborative problem-solving skills
KW - Junior high school students
KW - STEM
KW - Web-based learning environment
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U2 - 10.1007/s10798-018-9488-6
DO - 10.1007/s10798-018-9488-6
M3 - Article
AN - SCOPUS:85057978281
SN - 0957-7572
VL - 30
SP - 21
EP - 34
JO - International Journal of Technology and Design Education
JF - International Journal of Technology and Design Education
IS - 1
ER -