STEM實施對亞洲學生學習成果有效性的證據
摘要
This study used a systematic review and meta-analysis as a method to investigate whether STEM enactment in Asia effectively enhances students’ learning outcomes. Verifiable examples of science, technology, engineering, and mathematics (STEM) education, effectively being applied in Asia, are presented in this study. The study involved 4768 students from 54 studies. Learning outcomes focused on the students’ academic learning achievement, higher-order thinking skills (HOTS), and motivation. The analysis results of effect sizes showed that the STEM enactments in Asia were effective at a moderate level (0.69 [0.58, 0.81 of 95% CI]) of improving students’ learning outcomes. Sequentially, the effectiveness of STEM enactment starts from students’ higher-order thinking skills, moves to students’ academic learning achievement, and ends with the motivation. In addition, STEM enactments in Asia were carried out with several variations where STEM integrated with project-based learning was preferred. The recommendations of this study include a combination of the learning approach, learning orientation, and duration of instruction, all of which contribute to the STEM enactment effectiveness and maximize results in STEM education. Some practical implications, such as the central role of the teacher during the STEM enactment, are extensively discussed. This study supports that STEM education is a universally crucial tool which effectively prepares students from various national and cultural backgrounds, across Asia, toward improved learning outcomes.
作者關鍵字
| 項目 | 內容摘要 (英文) | 翻譯 (繁體中文) |
|---|---|---|
| 研究重點 | To evaluate the effectiveness of STEM enactments in improving Asian students' academic learning achievement, higher-order thinking skills (HOTS), and motivation through systematic review and meta-analysis. | 透過系統性回顧與統合分析評估STEM實施對提升亞洲學生學業成就、高階思維技能（HOTS）和學習動機的有效性。 |
| 研究方法 | A meta-analysis of 54 studies involving 4,768 students. Data sources included journal articles, conference papers, and dissertations focusing on STEM-related learning outcomes in Asian countries. | 對54篇研究進行統合分析，涉及4768名學生。數據來源包括期刊文章、會議論文和論文，聚焦於亞洲國家中與STEM相關的學習成果。 |
| 主要結果 | 1. STEM enactments had a moderate effect on learning outcomes (effect size: 0.69).2. HOTS showed the largest improvement, followed by academic achievement and motivation.3. Project-based learning was the most effective approach for STEM integration. | 1. STEM實施對學習成果有中等效果（效應值：0.69）。2. 高階思維技能改善最大，其次是學業成就與學習動機。3. 基於專案的學習是STEM整合中最有效的教學方法。 |
| 實務建議 | 1. Combine STEM with culturally responsive pedagogy.2. Focus on integrating hands-on activities to enhance HOTS.3. Use sufficient instructional time (>2 hours per session). | 1. 將STEM與文化回應性教學法相結合。2. 專注於整合實作活動以提升高階思維技能。3. 使用足夠的教學時間（每次課程超過2小時）。 |
| 未來研究方向 | 1. Investigate teachers' perceptions and knowledge about STEM in Asian contexts.2. Adapt STEM curricula to diverse cultural and geographical conditions.3. Study the long-term impact of STEM education on career readiness. | 1. 探索教師在亞洲情境中對STEM的看法與知識。2. 調整STEM課程以適應多元文化與地理條件。3. 研究STEM教育對職業準備的長期影響。 |
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Cite Article
Wahono, B., Lin, P.-L., & Chang, C.-Y. (2020). Evidence of STEM enactment effectiveness in Asian student learning outcomes. International Journal of STEM Education, 7(1), Article 36. https://doi.org/10.1186/s40594-020-00236-1