An early start to STEM education among year 1 primary students through project-based inquiry learning in the context of a magnet

The Consortium of Asia-Pacific Education Universities

Safiee, N.^1 ; Jusoh, Z.M.^1 ; Noor, A.M.H.M.^1 ; Tek, O.E.^1 ; Salleh, S.M.^1

Sultan Idris Education University, Malaysia^1

关键词: Exploration phase;    Inquiry learning;    Pedagogical practices;    Recycled materials;    Reflection phase;    Science , technology , engineering , and mathematics educations;    Standard curriculum;    Teaching and learning;   

Others  :  https://iopscience.iop.org/article/10.1088/1757-899X/296/1/012023/pdf
DOI  :  10.1088/1757-899X/296/1/012023

来源: IOP

【 摘 要 】

For the needs of the 21st century, the Government of Malaysia has conceptualized the Malaysia Education Blueprint 2013-2025 which embodies 11 strategic and operational shifts. In Shift 1, it is emphasized that the quality of Science, Technology, Engineering, and Mathematics (STEM) Education will be enhanced. This study employed the mixed-method approach using the "one-group pre-test and post-test design". Accordingly, this paper describes the pedagogical practice of Project-based Inquiry Learning (PIL) which promotes STEM Education among Year 1 students in the move to progress in tandem with Shift 1. Specifically, using the context of a magnet which has been stipulated in the Primary School Standard Curriculum, Year 1 students experienced the STEM Education through the STEM Pedagogy in which they raised questions upon the presentation of a relevant stimulus (Inquiry Phase), explored the ways in which a train carriage or coach could be assembled by means of recycled materials and magnets (Exploration Phase), designed a train carriage (Design Phase), and ultimately reflected on their inventions (Reflection Phase). The cognitive and affective impacts through the use of this Project-based Inquiry Learning are presented. Implications for the teaching and learning of science are discussed within the context of STEM Education.