STEM in chemistry
The development of students' problem-solving skills is vital for cultivating a future-ready workforce, particularly in the domains of Science, Technology, Engineering, and Mathematics (STEM) education. Despite its importance, many students face difficulties in connecting classroom learning to...
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| Format: | Article |
| Language: | English |
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LUMA Centre Finland
2025-02-01
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| Series: | LUMAT |
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| Online Access: | https://journals.helsinki.fi/lumat/article/view/2445 |
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| _version_ | 1832543587965861888 |
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| author | Mokhzani Ibrahim Nurul Atikah Mohd Badli |
| author_facet | Mokhzani Ibrahim Nurul Atikah Mohd Badli |
| author_sort | Mokhzani Ibrahim |
| collection | DOAJ |
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The development of students' problem-solving skills is vital for cultivating a future-ready workforce, particularly in the domains of Science, Technology, Engineering, and Mathematics (STEM) education. Despite its importance, many students face difficulties in connecting classroom learning to real-world contexts, a challenge that is particularly pronounced in chemistry due to the abstract nature of concepts such as the three levels of chemistry representation (macroscopic, microscopic, and symbolic). The integration of STEM principles into teaching approaches, such as the blended problem-based learning (BPBL) approach, which combines face-to-face and online learning, has shown promise in bridging this gap. By incorporating elements of STEM into the BPBL approach, this study explores how these disciplines can enhance problem-solving skills and facilitate deeper understanding. Specifically, this research investigates the effect of the BPBL_S Module—a module that integrates BPBL with the Socratic method—on students' problem-solving abilities in the three representation levels of chemistry concept. Employing a design and development research approach, the study involved 25 students and one teacher, selected through clustered random sampling. Data were collected through observations, student documents, and interviews, and were analysed thematically. The findings suggest that the BPBL_S Module significantly improves students' problem-solving skills by enabling them to apply STEM concepts to chemistry, thus enhancing their ability to justify solutions comprehensively across macroscopic, microscopic, and symbolic levels. This study underscores the potential of the BPBL_S Module as an effective STEM-based teaching aid to better prepare students for the problem-solving demands of the future workforce.
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| format | Article |
| id | doaj-art-a3ed8d786e2c47f78adf9b8ce1dd608a |
| institution | Kabale University |
| issn | 2323-7112 |
| language | English |
| publishDate | 2025-02-01 |
| publisher | LUMA Centre Finland |
| record_format | Article |
| series | LUMAT |
| spelling | doaj-art-a3ed8d786e2c47f78adf9b8ce1dd608a2025-02-03T11:38:31ZengLUMA Centre FinlandLUMAT2323-71122025-02-0112410.31129/LUMAT.12.4.2445STEM in chemistryMokhzani Ibrahim0https://orcid.org/0000-0002-8944-5019Nurul Atikah Mohd Badli1https://orcid.org/0009-0003-5201-7293Universiti Pendidikan Sultan Idris, MalaysiaUniversiti Pendidikan Sultan Idris, Malaysia The development of students' problem-solving skills is vital for cultivating a future-ready workforce, particularly in the domains of Science, Technology, Engineering, and Mathematics (STEM) education. Despite its importance, many students face difficulties in connecting classroom learning to real-world contexts, a challenge that is particularly pronounced in chemistry due to the abstract nature of concepts such as the three levels of chemistry representation (macroscopic, microscopic, and symbolic). The integration of STEM principles into teaching approaches, such as the blended problem-based learning (BPBL) approach, which combines face-to-face and online learning, has shown promise in bridging this gap. By incorporating elements of STEM into the BPBL approach, this study explores how these disciplines can enhance problem-solving skills and facilitate deeper understanding. Specifically, this research investigates the effect of the BPBL_S Module—a module that integrates BPBL with the Socratic method—on students' problem-solving abilities in the three representation levels of chemistry concept. Employing a design and development research approach, the study involved 25 students and one teacher, selected through clustered random sampling. Data were collected through observations, student documents, and interviews, and were analysed thematically. The findings suggest that the BPBL_S Module significantly improves students' problem-solving skills by enabling them to apply STEM concepts to chemistry, thus enhancing their ability to justify solutions comprehensively across macroscopic, microscopic, and symbolic levels. This study underscores the potential of the BPBL_S Module as an effective STEM-based teaching aid to better prepare students for the problem-solving demands of the future workforce. https://journals.helsinki.fi/lumat/article/view/2445three representation levels of chemistryproblem-solvingproblem-based learningblended problem-based learningblended problem-based learning Socratics |
| spellingShingle | Mokhzani Ibrahim Nurul Atikah Mohd Badli STEM in chemistry LUMAT three representation levels of chemistry problem-solving problem-based learning blended problem-based learning blended problem-based learning Socratics |
| title | STEM in chemistry |
| title_full | STEM in chemistry |
| title_fullStr | STEM in chemistry |
| title_full_unstemmed | STEM in chemistry |
| title_short | STEM in chemistry |
| title_sort | stem in chemistry |
| topic | three representation levels of chemistry problem-solving problem-based learning blended problem-based learning blended problem-based learning Socratics |
| url | https://journals.helsinki.fi/lumat/article/view/2445 |
| work_keys_str_mv | AT mokhzaniibrahim steminchemistry AT nurulatikahmohdbadli steminchemistry |