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Effects of Implementing STEM-I Project-Based Learning Activities for Female High School Students

Effects of Implementing STEM-I Project-Based Learning Activities for Female High School Students

Shi-Jer Lou, Huei-Yin Tsai, Kuo-Hung Tseng, Ru-Chu Shih
Copyright: © 2014 |Volume: 12 |Issue: 1 |Pages: 22
ISSN: 1539-3100|EISSN: 1539-3119|EISBN13: 9781466653511|DOI: 10.4018/ijdet.2014010104
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MLA

Lou, Shi-Jer, et al. "Effects of Implementing STEM-I Project-Based Learning Activities for Female High School Students." IJDET vol.12, no.1 2014: pp.52-73. http://doi.org/10.4018/ijdet.2014010104

APA

Lou, S., Tsai, H., Tseng, K., & Shih, R. (2014). Effects of Implementing STEM-I Project-Based Learning Activities for Female High School Students. International Journal of Distance Education Technologies (IJDET), 12(1), 52-73. http://doi.org/10.4018/ijdet.2014010104

Chicago

Lou, Shi-Jer, et al. "Effects of Implementing STEM-I Project-Based Learning Activities for Female High School Students," International Journal of Distance Education Technologies (IJDET) 12, no.1: 52-73. http://doi.org/10.4018/ijdet.2014010104

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Abstract

This study aims to explore the application of STEM-I (STEM-Imagination) project-based learning activities and its effects on the effectiveness, processes, and characteristics of STEM integrative knowledge learning and imagination development for female high school students. A total of 72 female high school students were divided into 18 teams. Students were provided with a place to discuss, share, and integrate learning activities. A questionnaire and focus group interviews were conducted for data collection. The results show that STEM-I project-based learning activities can promote the development of diverse abilities and effectively expand STEM knowledge integration and learning for female high school students as well as enhance their imagination in the project-based activities. Additionally, the STEM-I instructional model with the process of initiation, development, expression, alternative, and links (IDEAL) is confirmed. Finally, some suggestions are proposed for future studies on STEM education and imagination integrative instruction.

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