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Students' engagement in different STEM learning environments: integrated STEM education as promising practice?
- Source :
- International Journal of Science Education; Jul2019, Vol. 41 Issue 10, p1387-1407, 21p
- Publication Year :
- 2019
-
Abstract
- In this paper, we explore how students' engagement varies in different STEM (Science, Technology, Engineering, Mathematics) learning environments. More specifically, we focus on the significance of a learning environment applying an integrated STEM (iSTEM) approach and the significance of STEM learning environments' student-centredness. Moreover, we explore the relative importance of different student-centred principles (lesson plan and implementation, communicative interactions, student-teacher relationships) for students' engagement in the STEM learning environment. Applying a mixed-method approach, we draw from observational data of 24 STEM lessons in combination with data from seven focus groups with 67 grade 9 students. The quantitative findings, based on the observational data, show that a learning environment applying an iSTEM approach seems to support students' engagement. Further investigation made it clear that the student-centredness in this learning environment is especially significant. Regarding the specific student-centred principles, all principles had a significant impact on students' engagement. The focus group data make clear that, besides student-centredness, the integrative aspect and the use of authentic real-world problems in iSTEM can also be engaging for students. These results indicate that iSTEM is a good practice to engage students in the STEM learning environment, as it facilitates teachers' implementation of a general student-centred approach. [ABSTRACT FROM AUTHOR]
- Subjects :
- STEM education
LEARNING
CLASSROOM environment
COMMUNICATION in education
CURRICULUM
Subjects
Details
- Language :
- English
- ISSN :
- 09500693
- Volume :
- 41
- Issue :
- 10
- Database :
- Complementary Index
- Journal :
- International Journal of Science Education
- Publication Type :
- Academic Journal
- Accession number :
- 137165330
- Full Text :
- https://doi.org/10.1080/09500693.2019.1607983