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

Chi Cheng Chang*, Yu Kai Chen

*此作品的通信作者

研究成果: 雜誌貢獻期刊論文同行評審

1 引文 斯高帕斯(Scopus)

摘要

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.

原文英語
期刊Asia Pacific Journal of Education
DOIs
出版狀態接受/付印 - 2023

ASJC Scopus subject areas

  • 教育

指紋

深入研究「A Transdisciplinary STEM Course Integrated through Project-based Learning on Robotics: Perspective from Teacher and Student Feedback」主題。共同形成了獨特的指紋。

引用此