Construction and Development of iSTEM Learning Model
Full Text (PDF)
Huei-Yin Tsai 1, Chih-Chao Chung 2, Shi-Jer Lou 3 *
More Detail
1 National Kaohsiung Normal University, TAIWAN2 Kaomei Junior College of Health Care and Management, TAIWAN3 National Pingtung University of Science and Technology, TAIWAN* Corresponding Author

Abstract

This study integrates STEM education and imaginative education with project-based learning, and develops a set of “iSTEM (imagination, science, technology, engineering, mathematics) learning” methods in order to construct iSTEM ability indexes for vocational high school students and to explore the application and effectiveness of the learning model. This study employed the fuzzy Delphi method, a questionnaire survey, content analysis and focus group interviews and included 12 experts and 39 vocational high school students as the subjects. The important results obtained in this study are as follows: 20 iSTEM imagination ability indexes and 50 STEM integrated thinking and application ability indexes are constructed; a student-centered iSTEM learning model is developed; iSTEM learning activities can enhance the learning and integration of STEM knowledge; the iSTEM learning model produces a positive effect on integrated STEM thinking and the imagination ability of vocational high school students. Finally, this study puts forward recommendations for improving STEM education practices, teaching strategy design and high-level STEM ability assessment in the future.

Keywords

License

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, 2018, Volume 14, Issue 1, 15-32

https://doi.org/10.12973/ejmste/78019

Publication date: 27 Oct 2017

Online publication date: 27 Sep 2017

Article Views: 4818

Article Downloads: 2299

Open Access References How to cite this article