Potential of Design-based Learning to Foster Eighth-grade Students’ Recognition in STEM
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Abstract
Thailand has promoted STEM education with the goal of increasing the workforce engaged in STEM. In this regard, each student ought to be supported in developing a STEM identity that helps choose and pursue a career in STEM. Because a key component of that STEM identity is recognition in STEM, this study aimed to examine whether design-based learning, which is an instructional approach to STEM education, has potential to foster recognition in STEM. The participants were 31 eighth-grade students (17 females and 14 males). These students completed a Likert-scale questionnaire, which measures recognition in STEM from both self and others, before and after design-based learning. Data analysis using descriptive statistics indicates that the students recognized themselves more in STEM. Moreover, they felt more recognized in STEM by teachers and family members. However, they felt less recognized in STEM by friends. Data analysis using inferential statistics indicates that these changes in perceptions of being recognized in STEM are not significant. Therefore, research in the future should seek to establish ways to foster students’ recognition in STEM and to develop each their STEM identity.
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