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Impact of implementing a long-term STEM-based active learning course on students' motivation

  • Datos identificativos

    Identificador: imarina:5874661
    Autores:
    Julia, CarmeOscar Antoli, Juan
    Resumen:
    This paper aims at analysing the effect of implementing a long-term STEM-based active learning course on students' motivation. First of all, a course that introduces science, technology and engineering concepts to students was designed. The key point was to provide the students with authentic learning activities based on real-world problems. The students had to solve those problems working in 3-members group. The teacher's role was as a learning guide. The course was implemented in a 6th grade class (primary education) and in a 7th grade class (secondary education) throughout a whole academic year. The Instructional Materials Motivation Survey (IMMS) was used to measure the students' motivation in two different moments: at the end of the first term and at the end of the third term. The IMMS is based on the ARCS Model and measures four motivational factors: attention, relevance, confidence and satisfaction. The high scores obtained in the IMMS manifest that most students were motivated with the STEM course. Indeed, the highest scores were obtained in the questions corresponding to the satisfaction factor. Furthermore, results evidence that the level of motivation varied only slightly from the first to the third term test. Hence, we can affirm that the hands-on learning activities proposed during the STEM course allow to create a learning experience that interests and engages students. Finally, obtained results allow to know how the students feel about the new STEM course and to redesign it, if necessary, in order to improve the studied motivational factors.
  • Otros:

    Autor según el artículo: Julia, Carme; Oscar Antoli, Juan;
    Departamento: Enginyeria Informàtica i Matemàtiques
    Autor/es de la URV: Julià Ferré, Maria Carmen
    Palabras clave: Students’ motivation Students' motivation Stem Design Arcs model Active learning
    Resumen: This paper aims at analysing the effect of implementing a long-term STEM-based active learning course on students' motivation. First of all, a course that introduces science, technology and engineering concepts to students was designed. The key point was to provide the students with authentic learning activities based on real-world problems. The students had to solve those problems working in 3-members group. The teacher's role was as a learning guide. The course was implemented in a 6th grade class (primary education) and in a 7th grade class (secondary education) throughout a whole academic year. The Instructional Materials Motivation Survey (IMMS) was used to measure the students' motivation in two different moments: at the end of the first term and at the end of the third term. The IMMS is based on the ARCS Model and measures four motivational factors: attention, relevance, confidence and satisfaction. The high scores obtained in the IMMS manifest that most students were motivated with the STEM course. Indeed, the highest scores were obtained in the questions corresponding to the satisfaction factor. Furthermore, results evidence that the level of motivation varied only slightly from the first to the third term test. Hence, we can affirm that the hands-on learning activities proposed during the STEM course allow to create a learning experience that interests and engages students. Finally, obtained results allow to know how the students feel about the new STEM course and to redesign it, if necessary, in order to improve the studied motivational factors.
    Áreas temáticas: Pedagogical & educational research General engineering Engineering, multidisciplinary Engineering (miscellaneous) Engineering (all) Education, scientific disciplines Education & educational research Education Educació Ciencias sociales
    Acceso a la licencia de uso: https://creativecommons.org/licenses/by/3.0/es/
    Direcció de correo del autor: carme.julia@urv.cat
    Identificador del autor: 0000-0003-3440-6175
    Fecha de alta del registro: 2023-02-18
    Versión del articulo depositado: info:eu-repo/semantics/acceptedVersion
    Enlace a la fuente original: https://link.springer.com/article/10.1007/s10798-018-9441-8
    Referencia al articulo segun fuente origial: International Journal Of Technology And Design Education. 29 (2): 303-327
    Referencia de l'ítem segons les normes APA: Julia, Carme; Oscar Antoli, Juan; (2019). Impact of implementing a long-term STEM-based active learning course on students' motivation. International Journal Of Technology And Design Education, 29(2), 303-327. DOI: 10.1007/s10798-018-9441-8
    URL Documento de licencia: https://repositori.urv.cat/ca/proteccio-de-dades/
    DOI del artículo: 10.1007/s10798-018-9441-8
    Entidad: Universitat Rovira i Virgili
    Año de publicación de la revista: 2019
    Tipo de publicación: Journal Publications
  • Palabras clave:

    Education,Education & Educational Research,Education, Scientific Disciplines,Engineering (Miscellaneous),Engineering, Multidisciplinary
    Students’ motivation
    Students' motivation
    Stem
    Design
    Arcs model
    Active learning
    Pedagogical & educational research
    General engineering
    Engineering, multidisciplinary
    Engineering (miscellaneous)
    Engineering (all)
    Education, scientific disciplines
    Education & educational research
    Education
    Educació
    Ciencias sociales
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