Science, technology, engineering, and mathematics (Stem) learning on student’s science process skills and science attitudes

Abstract

Purpose - The aim of this study is to determine the effects of inquiry instruction incorporating with STEM learning on Chemistry Education of Malikussaleh University students’ science process skills and science attitudes. Design/Methodology/Approach - The pre-experimental design, which is a mixed method approach is used in the study that included a pretest-posttest one group model and descriptive quantitative. Findings - As a result of data analysis that STEM learning significantly enhances students’ science process skills and attitudes toward inquiry instruction. This study examines how participation in a semester long inquiry-based STEM learning project that involves interdisciplinary skills, sociological research on attitudes, and behaviors enhances the scientific and quantitative literacies of STEM students. Research Limitations/Implications - Quantitative research is needed to determine the more common effects of learning outcomes. However, this study only determines a self-assessment on science attitudes. The other one is a limitation on the participants and reviewing aspects of learning with more variables in order to obtain more optimal results. Practical Implications - The results of this study have practical implications in terms of hands-on activities. The learning model can be used to explain the concept of multidisciplinary studies and particularly to students and their parents. It will be a useful model for lecturers, personal tutors, and any other practitioners involved in hands-on activities. Originality/Value - This paper innovative at a conceptual level of education development for students, graduates, and it is very simple descriptive papers. It will be of value to anybody with an interest in education competitiveness issues.