The STEMOOV model as a practical tool to improve STEM education: a pilot study.

Abstract

Science, Technology, Engineering and Mathematics (STEM) education occupies an important position in equipping students with 21st century skills, which are essential for dealing with the complexity of the rapid socio-cultural and economic evolutions. However, educational institutions are struggling with providing qualitative STEM education. Therefore, the STEMOOV model was developed: a practice-based tool providing guidance for teachers and students to increase the integration of scientific disciplines and to strengthen these 21st century skills. Even though the STEMOOV model is increasingly being deployed, the efficacy and the results of the use of the model have not been tested before. Consequently, the aim of this study is to investigate the first experiences of pre-service teachers who will develop an interdisciplinary STEM project, and students who will carry out this project, both by means of the STEMOOV model. Exploratory data will be obtained after the execution of the project through a closed ended questionnaire and will be clarified by focus group interviews with several groups of students and pre-service teachers. Data will be thematically analysed and a member check will be performed to increase the reliability. This pilot study will determine future research to improve the applicability of the STEMOOV model in the classroom.

Extended summary Society has been undergoing a multitude of socio-cultural, economic and environmental evolutions. In order to equip students with a contemporary and continuously evolving set of so-called “21st century skills”, a tailored and multidisciplinary approach in education is required. The scientific basis of many of these evolutions emphasises the importance of Science, Technology, Engineering and Mathematics (STEM) education, teaching students to solve real-world, ill-structured, multidisciplinary problems (Yildrim, 2016). However, higher and secondary educational institutions are experiencing difficulties with providing qualitative STEM education (Margot & Kettler, 2019; Stohlmann, Moore & Roehrig, 2012). Decent STEM education is often impeded by factors resulting from traditional learning methods, such as students lacking motivation and self-conscience, achievement differences between student subgroups and an active role of the instructor resulting in a passive attitude of the students.