Using Inquiry-Based Strategies for Enhancing Students’ STEM Education Learning

1064 301

Authors

  • Ching-San Lai National Taipei University of Education

Keywords:

Higher Education, Inquiry-Based Instruction, Science Education, STEM Education

Abstract

The major purpose of this study was to investigate whether or not the inquiry-based method is effective in improving students’ learning in STEM (Science, Technology, Engineering, and Mathematics) education. Both quantitative and qualitative methods were used. A total of 73 college students studying Information Technology (IT) were chosen as participants. The instructional strategy used in this study was inquiry-based instruction. Participants were asked to answer a course satisfaction survey which utilized a 5-point Likert-type scale (a grade of 1 for least satisfied and 5 for highly satisfied); data obtained underwent means analysis. In addition, qualitative data including students' learning feedback and instructors’ teaching feedback were collected and analyzed. The findings of this study includes: (1) students were highly satisfied on the STEM education learning program used in this study; (2) students’ learning feedback also showed that they approved inquiry-based learning; and (3) instructors’ teaching feedback showed that they preferred inquiry-based instruction as a teaching method. It can be concluded that the use of inquiry-based instruction can improve college students’ STEM education learning.

References

Lai, C. (2018). Using inquiry-based strategies for enhancing students’ STEM education learning. Journal of Education in Science, Environment and Health (JESEH), 4(1), 110-117. DOI:10.21891/jeseh.389740

Downloads

Published

2018-02-03

How to Cite

Lai, C.-S. (2018). Using Inquiry-Based Strategies for Enhancing Students’ STEM Education Learning. Journal of Education in Science, Environment and Health, 4(1), 110–117. Retrieved from https://www.jeseh.net/index.php/jeseh/article/view/143

Issue

Section

Articles