Development of Scientific Explanation Competency and Science Motivation of Secondary School Students Using Seamless STEM Learning Approach
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Abstract
The scientific explanation competency and science motivation are recognized as superior learning outcomes in science education to lead students to success in science literacy. This research studied the progression of scientific explanatory competence and science motivation in high school students who were engaged in a seamless STEM (Science, Technology, Engineering, and Mathematics) learning approach that integrates both formal (in-class) and informal (out-of-class) learning settings. The researchers developed and implemented the seamless STEM learning approach with 23 high school students for over 400 minutes. Data were collected before and after the learning sessions using a performance test to measure self-generated scientific explanations and a 5-point Likert scale questionnaire to assess their science motivation. The data were analyzed by calculating the Normalized Gain in learning progress. The results revealed that the students progressed in all three sub-components of scientific explanatory competence - claims, evidence, and reasoning - and all five aspects of science motivation: intrinsic motivation, self-determination, self-efficacy, career motivation, and grade motivation. Thus, the seamless STEM learning approach effectively enhanced scientific explanatory competency and science motivation learning outcomes. This approach could serve as a new instructional direction for school science education and provide an emerging approach to science learning for teachers at the school level.
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