Teaching socio-scientific issues through integrated STEM education

An effective practical averment from Indonesian science lessons

Bibliographic Data

ID21589801
AuthorsBevo Wahono (0000-0002-7569-871X, University of Jember, corresponding author), Chun‐Yen Chang (0000-0003-2373-2004, National Taiwan Normal University), Nguyễn Thị Tố Khuyên (0000-0003-3592-0969, National Taiwan Normal University)
Year2021
Volume43
Issue16
Pages2663-2683
Publication date2021-11-02
Open AccessNo
TypeARTICLE
VenueInternational Journal of Science Education, Part B (JOURNAL)
Journal identifiersISSN: 2154-8455 • E-ISSN: 2154-8463
PublisherInforma UK Limited (PUBLISHER • GB)
DOI10.1080/09500693.2021.1983226
OpenAlexW3211139224
LanguageEN
Citations received2
References cited27

This study aims to test the effectiveness of a socio-scientific issue (SSI) based instruction through STEM-6E (engage, explore, explain, engineer, enrich, and evaluate). Controversial science topics (e.g. genetically modified organisms) in many countries, especially Indonesia, can be approached via integrated STEM education. One hundred and nine junior-high-school students from two different schools were involved in this study. Qualitative and quantitative data analyses were used to interpret the data obtained. Furthermore, a multi-level assessment framework (proximal and distal assessment) was employed in the quantitative analysis. The study results revealed that socio-scientific issue-based instruction by STEM-6E can probe a unique natural classroom interaction initiated by the teacher. The results also showed that both proximal and distal assessment had significant pre-test and post-test score differences (t-test value: proximal = −14.89; distal = −8.92). Practical significance from Cohen's d in the two assessments also showed a large effect (distal: d = 0.85; proximal: d = 1.42). The students’ perceptions of this curriculum intervention, are extensively discussed. In conclusion, this current study's results support the claim that STEM-SSI can foster students’ understanding, performance, motivation, and self-awareness in learning science. Furthermore, such findings contribute to science teachers in planning, processing, and evaluating classroom learning via controversial science topics through integrated STEM education

Biology · Curriculum · Indonesian · Mathematics education · Medical education · Pedagogy · Perception · Science education · Education and Critical Thinking Development · Educational Strategies and Epistemologies · Medicine · Psychology · Science Education and Pedagogy

Tools

Open DOI