Developing Tenth Grade Student Conceptual Understanding of Radioactivity through the 6E Learning Model of STEM Education

Abstract

The classroom action research aims to develop tenth grade student conceptual understanding of radioactivity in the 6E learning model of science, technology, engineering, and mathematics (STEM) education. Data was collected and analyzed qualitatively, including the conceptual understanding test, teacher reflections, supported teacher reflections, student reflections, semi–structured interview transcriptions, student projects, worksheets, and recorded video observation. Results were that teaching approaches could include: 1) specifying conditional radioactivity problems with student role-playing and simulating real situations within and beyond the classroom; 2) promoting student discussion and exchange concepts about project design for correct science conceptual understanding while sharing viewpoints with other groups for project development and improvement; 3) using several specific instruments to stimulate thinking and enhance learning, linking from prior to empirical knowledge; and 4) forming student-student, student-teacher, and teacher-teacher partnerships to acquire scientific knowledge. The best understood tenth grade student concepts were radioactivity benefits and dangers, followed by radioactive element half-life, and radioactivity definitions, respectively. These findings imply that using the 6E learning model in STEM education enhanced tenth grade student conceptual understanding of radioactivity.