Students' Engagement in Different STEM Learning Environments: Integrated STEM Education as Promising Practice?

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  • Author(s): Struyf, Annemie (ORCID Struyf, Annemie (ORCID 0000-0002-9668-1271); De Loof, Haydée (ORCID De Loof, Haydée (ORCID 0000-0002-9810-7804); Boeve-de Pauw, Jelle; Van Petegem, Peter (ORCID Van Petegem, Peter (ORCID 0000-0002-4078-7800)
  • Language:
    English
  • Source:
    International Journal of Science Education. 2019 41(10):1387-1407.
  • Publication Date:
    2019
  • Document Type:
    Journal Articles
    Reports - Research
  • Additional Information
    • Availability:
      Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
    • Peer Reviewed:
      Y
    • Source:
      21
    • Education Level:
      Grade 9
      High Schools
      Junior High Schools
      Middle Schools
      Secondary Education
    • Subject Terms:
      Learner Engagement; STEM Education; Educational Environment; Educational Practices; Student Centered Learning; Teacher Student Relationship; Lesson Plans; Grade 9; Secondary School Students; Authentic Learning; Secondary School Teachers; Observation; Student Attitudes; Interaction; Interdisciplinary Approach; Inquiry; Cooperative Learning; Integrated Activities; Foreign Countries; Classroom Environment; Focus Groups; Student Behavior; Emotional Response; Instructional Effectiveness
    • Subject Terms:
      Belgium
    • Accession Number:
      10.1080/09500693.2019.1607983
    • ISSN:
      0950-0693
    • Abstract:
      In this paper, we explore how students' engagement varies in different STEM (Science, Technology, Engineering, Mathematics) learning environments. More specifically, we focus on the significance of a learning environment applying an integrated STEM (iSTEM) approach and the significance of STEM learning environments' student-centredness. Moreover, we explore the relative importance of different student-centred principles (lesson plan and implementation, communicative interactions, student-teacher relationships) for students' engagement in the STEM learning environment. Applying a mixed-method approach, we draw from observational data of 24 STEM lessons in combination with data from seven focus groups with 67 grade 9 students. The quantitative findings, based on the observational data, show that a learning environment applying an iSTEM approach seems to support students' engagement. Further investigation made it clear that the student-centredness in this learning environment is especially significant. Regarding the specific student-centred principles, all principles had a significant impact on students' engagement. The focus group data make clear that, besides student-centredness, the integrative aspect and the use of authentic real-world problems in iSTEM can also be engaging for students. These results indicate that iSTEM is a good practice to engage students in the STEM learning environment, as it facilitates teachers' implementation of a general student-centred approach.
    • Abstract:
      As Provided
    • Publication Date:
      2019
    • Accession Number:
      EJ1218680