HOW HIGH SCHOOL STUDENTS ASSESS THE IMPORTANCE OF STEM WORKSHOPS FOR ACQUIRING NEW KNOWLEDGE

STEM/ STEAM/ STREAM APPROACH IN THEORY AND PRACTICE OF CONTEMPORARY EDUCATION, 2025 (pp. 135-145)

AUTHOR(S) / АУТОР(И): Aleksandar Milenković, Aleksandra Maksimović, Dalibor Rajković, Dragutin Ostojić

Download Full Pdf   

DOI: 10.46793/STREAM25.135M

ABSTRACT / САЖЕТАК:

Striving to support students in choosing to study STEM subjects more intensively, one of the challenges for a teacher is to create an educational environment in which students can acquire new theoretical and practical knowledge and improve and enrich their competencies. Within the implementation of the STEM workshop Mission (Im)possible, first and second grade high school students, aged 15 and 16 (N = 108), were introduced to the basic cryptography concepts, lasers, sensors, various electronic components, their connections, and programming. Through group work, within a supportive environment and competitive atmosphere, students created an alarm system to protect a document with a previously encrypted message. After the workshop, participants took part in a survey, through which they expressed their agreement using a five-point Likert scale regarding statements related to the educational nature of the implemented workshops. The focus of the research is to determine to what extent students agree with the three statements: 1) I acquired new knowledge in mathematics, physics, and computer science during the workshop; 2) I believe that this way, I can learn more compared to traditional teaching methods; and 3) I believe that the activities during the workshop are significant for my education. Since the mean scores for all three statements were higher than 4.2, it can be concluded that students completely agree with all three statements on average. The results support the idea that STEM workshops can be designed and implemented to be accessible to students and that they can recognize their educational character.

KEYWORDS / КЉУЧНЕ РЕЧИ:

STEM workshops, non-formal education, high school students, students’ opinions

ACKNOWLEDGEMENT / ПРОЈЕКАТ:

The research was funded by the Ministry of Science, Technological Development, and Innovation of the Republic of Serbia (reference number: 451-03-65/2024-03/200122).

REFERENCES / ЛИТЕРАТУРA: 

  • Anić, I., & Pavlović Babić, D. (2015). Kako se može pospešiti uspešnost učenika u rešavanju matematičkih problema? Inovacije u nastavi – časopis za savremenu nastavu , 28(3): 36–49. Available at: https://doi.org/10.5937/inovacije1503036A
  • Antonijević, R., & Vujisić Živković, N. (2015). Uticaj povezanosti znanja u nastavi matematike na razvoj matematičkog mišljenja. Inovacije u nastavi – časopis za savremenu nastavu , 28(1): 42–50. Available at: https://doi.org/10.5937/inovacije1501042A
  • Astuti, N., Rusilowati, A., & Subali, B. (2021). STEM-Based Learning Analysis to Improve Students’ ProblemSolving Abilities in Science Subject: a Literature Review. Journal of Innovative Science Education, 9: 79–86. Available at: https://doi.org/10.15294/JISE.V9I2.38505
  • Bruckhaus, A., Bennett, A., Brawer-Cohen, M., Sinclair, M., La Cruz, G., Ragusa, G., & Duncan, D. (2024). Evaluation of students’ digital literacy through immersive university-high school collaboration. Frontiers in Education. Available at: https://doi.org/10.3389/feduc.2024.1429893
  • Chiriacescu, F. S., Chiriacescu, B., Grecu, A. E., Miron, C., Panisoara, I. O., & Lazar, I. M. (2023). Secondary teachers’ competencies and attitude: A mediated multi-group model based on usefulness and enjoyment to examine the differences between key dimensions of STEM teaching practice. PloS one, 18(1), e0279986.
  • Chittum, J., Jones, B., Akalin, S., & Schram, Á. (2017). The effects of an afterschool STEM program on students’ motivation and engagement. International Journal of Stem Education, 4. Available at: https://doi.org/10.1186/s40594-017-0065-4.
  • Committee on STEM Education, National Science & Technology Council. (2018). Charting a course for success: America’s strategy for STEM education. Available at: https:// www.whitehouse.gov/wp-content/uploads/2018/12/ STEM-Education-Strategic-Plan-2018.pdf
  • Golubović Ilić, I., & Mihajlović, A. (2015). Mogućnosti integrisanja sadržaja matematike i sveta oko nas kao školskih predmeta u razrednoj nastavi. Norma, 20(2): 289–301.
  • Han, S., Capraro, R., & Capraro, 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, 1089-1113. Available at: https://doi.org/10.1007/S10763-014-9526-0.
  • Japan Society for STEM Education. (2018). Practice cases: education for children to solve creative problems. Available at: https://www.jstem.jp/features/interview_201809/
  • Japashov, N., Naushabekov, Z., Ongarbayev, S., Postiglione, A. & Balta, N. (2022). STEM Career Interest of Kazakhstani Middle and High School Students. Educ. Sci. 12, 397. Available at: https:// doi.org/10.3390/educsci12060397
  • John, J., Insouvanh, K. & Robnett, R. (2022). The Roles of Gender Identity, Peer Support, and Math Anxiety in Middle School Math Achievement. Journal of Research on Adolescence, 33(1): 230–250.
  • Kelley, T. R., & Knowles, J. G. (2016). A conceptual framework for integrated STEM education. International Journal of STEM Education, 3(1), 1–11. Available at: https://doi.org/10.1186/s40594-016-0046-z
  • Luo, T., So W., Wan Z.H. & Li, W.C. (2021). STEM stereotypes predict students’ STEM career interest via self-efficacy and outcome expectations. International Journal of STEM Education, 8:36. Available at:  https://doi.org/10.1186/s40594-021-00295-y
  • Mateos-Núñez, M., Martínez‐Borreguero, G., & Naranjo-Correa, F. (2020). Learning Science in Primary Education with STEM Workshops: Analysis of Teaching Effectiveness from a Cognitive and Emotional Perspective. Sustainability. Available at: https://doi.org/10.3390/su12083095.
  • Narli, S. (2010). An alternative evaluation method for Likert type attitude scales: Rough set data analysis. Scientific Research Essays, 5 (6): 519–528. Available at: https://academicjournals.org/journal/SRE/article-full-text-pdf/891397319354
  • OECD (2008). Encouraging student interest in science and technology studies. Global Science Forum. Available at: https://www. oecd.org/publications/encouraging-student-interest-in-science-andtechnology-studies-9789264040892-en.htm
  • Popović, D. R., & Beara, M. M. (2022). Projektnom nastavom ka međupredmetnim kompetencijama učenika. Inovacije u nastavi – časopis za savremenu nastavu , 35(2): 131–144. Available at: https://doi.org/10.5937/inovacije2202131P
  • Priatna, N., Lorenzia, S., & Widodo, S. (2020). STEM education at junior high school mathematics course for improving the mathematical critical thinking skills. Journal for the Education of Gifted Young Scientists. Available at: https://doi.org/10.17478/JEGYS.728209.
  • Sanders, M. (2009). STEM, STEM education, STEMmania. The Technology Teacher, 68(4): 20–26.
  • Shwartz, G., Shav-Artza, O. & Dori, Y.J. (2021). Choosing Chemistry at Different Education and Career Stages: Chemists, Chemical Engineers, and Teachers. J Sci Educ Technol, 30: 692–705. Available at: https://doi.org/10.1007/s10956-021-09912-5
  • Smith, E. (2011). Women into science and engineering? Gendered participation in higher education STEM subjects. British Educational Research Journal, 37(6): 993– 1014. Available at: https://doi.org/10.1080/01411926.2010.515019
  • Sotiriou, S., Bybee, R. W. & Bogner, F. (2017). PATHWAYS – A Case of Large-Scale Implementation of Evidence-Based Practice in Scientific Inquiry-Based Science Education. International Journal of Higher Education, 6(2): 8–19. Available at: https://doi.org/10.5430/ijhe.v6n2p8
  • Stohlmann, M., Roehrig, G. H. & Moore, T. J. (2014). The Need for STEM Teacher Education Development. In Green L. S. (Ed). STEM education: how to train 21st century teachers, New York: Nova Science Publishers Incorporated, 17–32.
  • Thomson, S., Wernert, N., O’Grady, E., & Rodrigues, S. (2017). TIMSS 2015: Reporting Australia’s results. Available at:  https://research.acer.edu.au/timss_2015/2/
  • Trna, J., Trnova, E. & Sibor, J. (2012). Implementation of Inquiry-Based Science Education in science teacher training. Journal of Educational & Instructional Studies in the World, 2(4): 199–209.
  • Vujisić Zivković, N., Maksimović, A., Antonijević, R. (2016). Uloga i značaj razvijanja istraživačke orijetacije u inicijalnom obrazovanju nastavnika. Pedagogija, LXXI(2): 165–177.
  • Wieselmann, J.R, Roehrig, G. H. &Kim, J. N. (2020). Who succeeds in STEM? Elementary girls’ attitudes and beliefs about self and STEM. School Science and Mathematics, 120: 297– 308. Available at: https://doi.org/10.1111/ssm.12407
  • Wu, I. (2019). Students’ Perceptions of a Special Program for Developing Exceptional Talent in STEM. Journal of Advanced Academics, 30: 474–499. Available at: https://doi.org/10.1177/1932202X19864690