A Transdisciplinary STEM Course Integrated through Project-Based Learning on Robotics: Perspective from Teacher and Student Feedback
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| Title: | A Transdisciplinary STEM Course Integrated through Project-Based Learning on Robotics: Perspective from Teacher and Student Feedback |
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| Language: | English |
| Authors: | Chi-Cheng Chang (ORCID |
| Source: | Asia Pacific Journal of Education. 2025 45(2):661-676. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 16 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | High Schools Secondary Education |
| Descriptors: | Student Projects, Active Learning, STEM Education, Robotics, Teacher Attitudes, Student Attitudes, High School Students, High School Teachers, Program Effectiveness, Interdisciplinary Approach, Cooperative Learning |
| DOI: | 10.1080/02188791.2023.2209698 |
| ISSN: | 0218-8791 1742-6855 |
| 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. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1464582 |
| Database: | ERIC |
| 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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| ISSN: | 0218-8791 1742-6855 |
| DOI: | 10.1080/02188791.2023.2209698 |
