Using Inquiry-Based Strategies for Enhancing Students’ STEM Education Learning

Year 2018, Volume: 4 Issue: 1, 110 - 117, 31.01.2018

Ching-San Lai

Abstract

The major purpose of
this study was to investigate whether or not the inquiry-based method is effective in improving students’ learning in
STEM (Science, Technology, Engineering, and Mathematics) education. Both
quantitative and qualitative methods were used. A total of 73 college students
studying Information Technology (IT) were chosen as participants. The
instructional strategy used in this study was inquiry-based instruction.
Participants were asked to answer a course satisfaction survey which utilized a
5-point Likert-type scale (a grade of 1 for least satisfied
and 5 for highly satisfied); data obtained underwent means
analysis. In addition, qualitative data including students' learning feedback
and instructors’ teaching feedback were collected and analyzed. The findings of
this study includes: (1) students were highly satisfied on the STEM education
learning program used in this study; (2) students’ learning feedback also
showed that they approved inquiry-based learning; and (3) instructors’ teaching
feedback showed that they preferred inquiry-based instruction as a teaching
method. It can be concluded that the use of inquiry-based instruction can
improve college students’ STEM education learning.

Keywords

Higher education, Inquiry-based instruction, Science education, STEM education

References

• Lai, C. (2018). Using inquiry-based strategies for enhancing students’ STEM education learning. Journal of Education in Science, Environment and Health (JESEH), 4(1), 110-117.