한국수학교육학회지시리즈D:수학교육연구 (Research in Mathematical Education)

  • 제27권1호
  • /
  • Pages.111-127
  • /
  • 2024
  • /
  • 1226-6191(pISSN)
  • /
  • 2287-9943(eISSN)
한국수학교육학회 (Korean Society of Mathematical Education)
권호 표지
DOI QR코드

DOI QR Code

Fostering growth: The impact of STEM PBL on students' self-regulation and motivation

  • Hyunkyung Kwon (Department of Teaching, Learning and Culture, Texas A&M University) ;
  • Robert M. Capraro (Department of Teaching, Learning and Culture, Texas A&M University) ;
  • Yujin Lee (Department of Mathematics Education, Kangwon National University) ;
  • Ashley Williams (Muskingum University)
  • 투고 : 2024.02.05
  • 심사 : 2024.03.14
  • 발행 : 2024.03.31
PDF 다운로드
⟨ 이전 논문 다음 논문 ⟩

초록

There is an increasing concern in the United States regarding the workforce's ability to maintain a competitive position in the global economy. This has led to an increased interest in effective science, technology, engineering, and mathematics (STEM) education. The purpose of this study was to investigate the effect of STEM project-based learning (PBL) on students' self-regulation and motivation to learn. Secondary students (n = 60) participated in a STEM summer camp in which STEM PBL was utilized. Results showed that students increased their self-regulation skills (t = 2.83, df = 59, p = .004) and motivation (t = 2.25, df = 59, p =.004), with Cohen's d effect sizes of 0.395 and 0.404, respectively. Student-centered learning and peer collaboration while solving real-world problems were likely the greatest contributing factors to the outcomes. Educators should utilize the results to provide opportunities for students to experience STEM PBL.

키워드

참고문헌

  1. Anderman, E. M., & Wolters, C. A. (2006). Goals, values, and affect: Influences on student motivation. In P. A. Alexander & P. H. Winne (Eds.), Handbook of educational psychology (pp. 369-389). 
  2. Awad, N. (2023). Exploring STEM integration: Assessing the effectiveness of an interdisciplinary informal program in fostering students' performance and inspiration. Research in Science & Technological Education, 41(2), 675-699. https://doi.org/10.1080/02635143.2021.1931832 
  3. Baidal Bustamante, E., Mora, C., & Alvarez Alvarado, M. (2023). STEAM project-based learning approach to enhance teaching-learning process in the topic of Pascal's principle. Ieee Transactions on Education, 66(6), 632-641. https://doi.org/10.1109/TE.2023.3283850 
  4. Bandura, A., & Schunk, D. H. (1981). Cultivating competence, self-efficacy, and intrinsic interest through proximal self-motivation. Journal of Personality and Social Psychology, 41(3), 586-598. https://psycnet.apa.org/doi/10.1037/0022-3514.41.3.586 
  5. Beier, M. E., Kim, M. H., Saterbak, A., Leautaud, V., Bishnoi, S., & Gilberto, J. M. (2019). The effect of authentic project- based learning on attitudes and career aspirations in STEM. Journal of Research in Science Teaching, 56(1), 3-23. https://doi.org/10.1002/tea.21465 
  6. Bergin, D. A. (1999). Influences on classroom interest. Educational Psychologist, 34(2), 87-98. https://doi.org/10.1207/s15326985ep3402_2 
  7. Bicer, A., Capraro, R. M., & Capraro, M. M. (2018). Hispanic students' mathematics achievement in the context of their high school types as STEM and non-STEM schools. International Journal of Mathematical Education in Science and Technology, 49(5), 705-720. https://doi.org/10.1080/0020739X.2017.1410735 
  8. Blair, C. & Diamond, A. (2008). Biological processes in prevention and intervention: The promotion of self-regulation as a means of preventing school failure. Development and Psychopathology, 20(3), 899-911. https://doi.org/10.1017/S0954579408000436 
  9. Brown, G., & Harris, L. (2013). Student self-assessment. In J. McMillan (Ed.), The SAGE handbook of research on classroom assessment (pp. 367-393). Sage. 
  10. Buhi, E. R., Goodson, P., & Neilands, T. B. (2008). Out of sight, not out of mind: Strategies for handling missing data. American Journal of Health Behavior, 32(1), 83-92. 
  11. Capraro, R. M. (2004). Statistical significance, effect size reporting, and confidence intervals: Best reporting strategies. Journal for Research in Mathematics Education, 35(1), 57-62. https://doi.org/10.2307/30034803 
  12. Capraro, R. M., Capraro, M. M., & Morgan, J. R. (Eds.) (2013). STEM project-based learning: An integrated science, technology, engineering, and mathematics (STEM) approach. Sense Publishers Rotterdam. 
  13. Cleary, T. J., & Platten, P. (2013). Examining the correspondence between self-regulated learning and academic achievement: A case study analysis. Educational Research International, 2013, Article ID 272560. http://doi.org/10.1155/2013/272560 
  14. Colbert, P., & Cumming, J. (2014). Enabling all students to learn through assessment. In C. Wyatt-Smith, V. Klenowski, & P. Colbert (Eds.), Designing assessment for quality learning (pp. 211-231). Springer. 
  15. Cook, N. D., & Weaver, G. G. (2015). Teachers' implementation of project-based learning: Lessons from the research goes to school programs. Electronic Journal of Science Education, 19(6), 1-45. 
  16. Craft, A. M., & Carparo, R. M. (2017). Science, technology, engineering, and mathematics project-based learning: Merging rigor and relevance to increase student engagement. Electronic International Journal of Education, Arts, and Science, 3(6), 140-158. 
  17. Dominguez, C., & Jamie, A. (2010). Database design learning: A project-based approach organized through a course management system. Computer Education, 55(3), 1312-1320. https://doi.org/10.1016/j.compedu.2010.06.001 
  18. Duckworth, A. L., & Carlson, S. M. (2013). Self-regulation and school success. In B. W. Sokol, F. M. E. Grouzet, & U. Muller (Eds.), Self-regulation and autonomy (pp. 208-222). Cambridge University Press. 
  19. Dweck, C. S. & Leggett, E. L. (1988). A social-cognitive approach to motivation and personality. Psychological Review, 95(2), 256-273. https://doi.org/10.1037/0033-295X.95.2.256 
  20. Eccles, J., Adler, T. F., Futterman, R., Goff, S. B., Kaczala, C. M., Meece, J. L., & Midgley, C. (1983). Expectancies, values, and academic behaviors. In J. T. Spence (Ed.), Achievement and achievement motivation: Psychological and sociological approaches (pp.75-146). W. H. Freeman. 
  21. Eckerlein, N., Roth, A., Engelschalk, T., Steuer, G., Schmitz, B., & Dresel, M. (2019). The role of motivational regulation in exam preparation: Results from a standardized diary study. Frontiers in Psychology, 10, Article 81. https://doi.org/10.3389/fpsyg.2019.00081 
  22. Erdogan, T., & Senemoglu, N. (2017). PBL in teacher education: Its effects on achievement and self-regulation. Higher Education Research and Development, 36(6), 1152-1165. https://doi.org/10.1080/07294360.2017.1303458 
  23. Ericsson, K. A., Krampe, R. T., & Tesch-Romer, C. (1993). The role of deliberate practice in the acquisition of expert performance. Psychological Review, 100(3), 363-406. https://doi.org/10.1037/0033-295X.100.3.363 
  24. Galvan, M. E., & Coronado, J. M. (2014). Problem-based and project-based learning: Promoting differentiated instruction. National Teacher Education Journal, 7(4), 39-42. 
  25. Gonida, E. N., & Lemos, M. S. (Eds.). (2019). Motivation in education at a time of global change: Theory, research, and implications for practice. Emerald Group. https://doi.org/10.1108/S0749-742320190000020014 
  26. Gniewosz, B., Eccles, J. S., & Noack, P. (2015). Early adolescents' development of academic self-concept and intrinsic task value: The role of contextual feedback. Journal of Research on Adolescence, 25(3), 459-473. https://doi.org/10.1111/jora.12140 
  27. Han, S., Capraro, R., & Capraro, M. M. (2015). How science, technology, engineering, and mathematics (STEM) project-based learning (PBL) affects high, middle, and low achievers differently: The impact of student factors on achievement. International Journal of Science and Mathematics Education, 13(5), 1089-1113. https://doi.org/10.1007/s10763-014-9526-0 
  28. Han, S., Rosli, R., Capraro, M. M., & Capraro, R. M. (2016). The effect of science, technology, engineering and mathematics (STEM) project-based learning (PBL) on students' achievement in four mathematics topics. Journal of Turkish Science Education, 13, 3-29. 
  29. Hall, N. C., & Goetz, T. (Eds.). (2013). Emotion, motivation, and self-regulation: A handbook for teachers. Emerald Group. 
  30. Hasni, A., Bousadra, F., Belletete, V., Benabdallah, A., Nicole, M., & Dumais, N. (2016). Trends in research on project-based science and technology teaching and learning at K-12 levels: A systematic review. Studies in Science Education, 52(2), 199-231. https://doi.org/10.1080/03057267.2016.1226573 
  31. Hidi, S., Renninger, K. A., & Krapp, A. (2004). Interest, a motivational construct that combines affective and cognitive functioning. In D. Dai & R. Sternberg (Eds.), Motivation, emotion and cognition: Integrative perspectives on intellectual functioning and development (pp. 89-115). 
  32. Hollenbeck, R., & Fey, J. (2009). Technology and mathematics in the middle grades. Mathematics Teaching in the Middle School, 14(7), 430-435. https://doi.org/10.5951/MTMS.14.7.0430 
  33. Holstermann, N., Grube, D., & Bogeholz, S. (2010). Hands-on activities and their influence on students' interest. Research in Science Education, 40, 743-757. https://doi.org/10.1007/s11165-009-9142-0 
  34. Kaldi, S., Filippatou, D., & Govaris, C. (2011). Project-based learning in primary schools: Effects on pupils' learning and attitudes. Education 3-13, 39(1), 35-47. https://doi.org/10.1080/03004270903179538 
  35. Kitsantas, A., & Cleary, T. J. (2016). The development of self-regulated learning during secondary school years: A social cognitive instructional perspective. In K. R. Wentzel & D. B. Miele (Eds.), Handbook of motivation at school (pp. 169-187). Routledge. 
  36. Kitsantas, A., & Zimmerman, B. J. (2009). College students' homework and academic achievement: The mediating role of self-regulatory beliefs. Metacognition and Learning, 4(2), 97-110. https://doi.org/10.1007/s11409-008-9028-y 
  37. Krajcik, J. & Delen, I. (2017). How to support learners in developing usable and lasting knowledge of STEM. International Journal of Education in Mathematics, Science and Technology, 5(1), 21-28. 
  38. Krapp, A. (1999). Interest, motivation and learning: An educational-psychological perspective. European Journal of Psychology of Education, 14(1), 23-40. https://doi.org/10.1007/BF03173109 
  39. Kwon, H. (2017). Effects of 3D printing and design software on student performance. Journal of STEM Education. 18(4). 37-42. 
  40. Kwon, H., Vela, K., Williams, A., & Barroso, L. (2019). Mathematics and science self-efficacy and STEM careers: A path analysis. Journal of Mathematics Education, 12(1). 74-89. 
  41. LaForce, M., Noble, E., & Blackwell, C. (2017). Problem-based learning (PBL) and student interest in STEM careers: The roles of motivation and ability beliefs. Education Sciences, 7(4), 92. https://doi.org/10.3390/educsci7040092 
  42. Lai, E. R. (2011). Motivation: A literature review. Pearson Assessments. Retrieved from https://images.pearsonassessments.com/images/tmrs/Motivation_Review_final.pdf 
  43. Lawrence, A. S. A., & Saileella, K. (2019). Self-regulation of higher secondary students in relation to achievement in mathematics. ZENITH International Journal of Multidisciplinary Research, 9(1), 258-265. 
  44. Leary, H. M. (2012). Self-directed learning in problem-based learning versus traditional lecture-based learning: A meta-analysis. Unpublished doctoral dissertation, Utah State University. 
  45. Lee, Y. (2022). Am I a STEAM teacher? Professional identity and PCK through STEAM project-based learning professional preparation. School Mathematics, 24(1), 147-171. 
  46. Lee, Y., Capraro, R. M., & Bicer, A. (2019). Affective mathematics engagement: A comparison of STEM PBL versus non-STEM PBL instruction. Canadian Journal of Science, Mathematics and Technology Education, 19(3), 270-289. https://doi.org/10.1007/s42330-019-00050-0 
  47. Lee. Y., Capraro, R. M., Capraro, M. M., & Bicer. A. (2022). Cultural affordance and affective mathematics engagement in Korea and U.S. Research in Mathematical Education, 25(1), 21-43.  https://doi.org/10.7468/JKSMED.2022.25.1.21
  48. Linnenbrink-Garcia, L., & Patall, E. A. (2016). Motivation. In L. Corno & E. Anderman (Eds.), Handbook of educational psychology (pp. 91-103). Routledge. 
  49. Nolen, S. B., & Ward, C. J. (2008). Sociocultural and situative approaches to studying motivation. In M. L. Maehr, S. Karabenick, & T. Urban (Eds.), Social psychological perspectives (Advances in motivation and achievement: Vol. 15) (pp. 425-461). Emerald Group. 
  50. Pintrich, P. R. (2000). The role of goal orientation in self-regulated learning. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 451-502). Academic Press. https://doi.org/10.1016/B978-012109890-2/50043-3 
  51. Pintrich, P. R., Smith, D. A. F., Garcia, T., & McKeachie, W. J. (1991). A manual for the use of the motivated strategies for learning questionnaire (MSLQ). National Center for Research to Improve Postsecondary Teaching and Learning. 
  52. Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68-78. https://doi.org/10.1037//0003-066x.55.1.68 
  53. Saracho, O. (Ed.). (2019). Contemporary perspectives on research in motivation in early childhood education. Information Age Publishing. 
  54. Smit, K., de Brabander, G. J., Boekaerts, M., & Martens, R. L. (2017). The self-regulation of motivation: Motivational strategies as mediator between motivational beliefs and engagement for learning. International Journal of Educational Research, 82, 124-134. https://doi.org/10.1016/j.ijer.2017.01.006 
  55. Stefanou, C., Stolk, J. D., Prince, M., Chen, J. C., & Lord, S. M. (2013). Self-regulation and autonomy in problem- and project-based learning environments. Active Learning in Higher Education, 14(2), 109-122. https://doi.org/10.1177/1469787413481132 
  56. Steffe, L. P., & Gale, J. E. (Eds.). (1995). Constructivism in education. Erlbaum.
  57. Theodotou, E. (2014). Early years education: Are young students intrinsically or extrinsic ally motivated towards school activities? A discussion about the effects of rewards on young children's learning. Research in Teacher Education, 4(1), 17-21. 
  58. Thompson, B. (2006). Foundations of behavioral statistics: An insight-based approach. Guilford Press. 
  59. Usher E.L. (2012). Self-efficacy for self-regulated learning. In N. M. Seel (Eds.), Encyclopedia of the Sciences of Learning. Springer. https://doi.org/10.1007/978-1-4419-1428-6_835 
  60. Wan Husin, W. W., Mohamad Arsad, N., Othman, O., Halim, L., Rasul, M. S., Osman, K., & Iksan, Z. (2016). Fostering students' 21st century skills through project oriented problem based learning (POPBL) in integrated STEM education program. AsiaPacific Forum on Science Learning & Teaching, 17(1), 60-77. 
  61. Wentzel, K. R., & Miele, D. B. (Eds.). (2016). Handbook of motivation at school. Routledge. https://doi.org/10.4324/9781315773384 
  62. Wilkinson, L., & Task Force on Statistical Inference, American Psychological Association, Science Directorate. (1999). Statistical methods in psychology journals: Guidelines and explanations. American Psychologist, 54(8), 594-604. https://doi.org/10.1037/0003-066X.54.8.594 
  63. Winne, P. H., & Perry, N. E. (2000). Measuring self-regulated learning. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 531-566). Academic Press. https://doi.org/10.1016/B978-012109890-2/50045-7 
  64. Yabas, D., Kurutas, B. S., & Corlu, M. S. (2022). Empowering girls in STEM: Impact of the girls meet science project. School Science & Mathematics, 122(5), 247-258. https://doi.org/10.1111/ssm.12540 
  65. Young, J. R., Ortiz, N. A., & Young, J. L. (2017). STEMulating interest: A meta-analysis of the effects of out-of-school time on student STEM interest. International Journal of Education in Mathematics, Science and Technology, 5(1), 62-74. 
  66. Zimmerman, B. J. (1986). Becoming a self-regulated learner: Which are the key subprocesses? Contemporary Educational Psychology, 11(4), 307-313. https://doi.org/10.1016/0361-476X(86)90027-5 
  67. Zimmerman, B. J. (2000). Attaining self-regulation: A social cognitive perspective. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 13-39). Academic Press. https://doi.org/10.1016/B978-012109890-2/50031-7