A Transdisciplinary STEM Course Integrated through Project-based Learning on Robotics

Perspective from Teacher and Student Feedback

Bibliographic Data

ID21485087
AuthorsChi-Cheng Chang (0000-0003-1558-1111, National Taiwan Normal University), Chi‐Cheng Chang (0000-0003-1579-1987, National Taiwan Normal University, corresponding author), Yu-Kai Chen (National Taiwan Normal University), Yu‐Kai Chen (0000-0002-9032-4740, National Taiwan Normal University)
Year2025
Volume45
Issue2
Pages661-676
Publication date2025-03-15
Open AccessNo
TypeARTICLE
VenueAsia Pacific Journal of Education (JOURNAL)
Journal identifiersISSN: 0218-8791 • E-ISSN: 1742-6855
PublisherInforma UK Limited (PUBLISHER • GB)
DOI10.1080/02188791.2023.2209698
OpenAlexW4377966562
LanguageEN
Citations received1
References cited31

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

Mathematics education · Pedagogy · Project-Based Learning · Robot · Robotics · Biomedical and Engineering Education · Computer Science · Problem and Project Based Learning · Psychology · Teaching and Learning Programming · Artificial Intelligence

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