A pedagogy in STEM classrooms for primary students to develop knowledge of electric circuits and problem-solving skills

A pedagogy in STEM classrooms for primary students to develop knowledge of electric circuits and problem-solving skills

Proceedings of the 30th International Conference on Computers in Education, ICCE 2022

• Kong, Siu Cheung The Education University of Hong Kong
• Kwok, Wai Ying The Education University of Hong Kong

Taiwan

Asia-Pacific Society for Computers in Education

2022

• G Curriculum, Teaching & Learning: Specific Disciplines
  • GC Mathematics & Statistics
    • GCA Teaching Objectives, Curriculum & Evaluation
• G Curriculum, Teaching & Learning: Specific Disciplines
  • GD Science & Technology
    • GDA Teaching Objectives, Curriculum & Evaluation
• G Curriculum, Teaching & Learning: Specific Disciplines
  • GG Engineering, Manufacturing & Construction
    • GGA Teaching Objectives, Curriculum & Evaluation

• Hong Kong

• 1997.7 onwards

• Primary Education

This study trialed a pedagogy of “To Play and Learn, To Inquire, To STEM and Code”. Supplementary with seven hands-on activity worksheets and 19 coding product templates and samples, the pedagogy was designed to expose students to the construction of electric circuits with Micro:bit in STEM classrooms for developing knowledge of electric circuits and problem-solving skills. The pedagogy was implemented as a 280-minute teaching in eight lessons for 23 selected Grade 5 classes, which involved 369 students from nine primary schools at Hong Kong. The results of pre-post-test validate the success of the pedagogy in students' statistically significant growth in all three topic-specific knowledge points. The results of questionnaire survey demonstrate the impact of the pedagogy on students' statistically significant growth in their awareness of and their confidence in applying the target problem-solving skills. The results of focus group interviews confirm that students were satisfied with the experiences and outcomes of the pedagogy in developing topic-specific knowledge and problem-solving skills. This study reveals that the pedagogy is well received by students; noticeably effective to enhance students' knowledge of electric circuits; and potential to promote their development of problem-solving skills. Future directions to extend the pedagogy for senior primary curriculum are discussed. Copyright © 2022 Asia-Pacific Society for Computers in Education.

• English

Book Chapters

• 9789869721493

https://bibliography.lib.eduhk.hk/bibs/c407a186

2023-07-14