ABSTRACT
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.
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No potential conflict of interest was reported by the authors.
Additional information
Notes on contributors
Chi-Cheng Chang
Dr. Chi-Cheng Chang is a Chair Professor in the Department of Technology Application and Human Resource Development at National Taiwan Normal University, Taipei. He received his PhD in Workforce Education and Development from the Pennsylvania State University, USA. His research interests are focused on e-learning, e-assessment, educational technologies, and integrated STEM/STEAM education.
Yu-Kai Chen
Dr. Yu-Kai Chen is a Post-Doctoral Assistant in the Department of Technology Application and Human Resource Development at National Taiwan Normal University, Taipei. He received his PhD in Science Education from the National Kaohsiung Normal University. His research interests are focused on science teaching, science curriculum, and integrated STEM/STEAM education.