Design and validation of inquiry-based STEM learning strategy as a powerful alternative solution to facilitate gifted students facing 21st century challenging

Abstract

Engagement in STEM across the primary-secondary school transition has been widely investigated. However, integrated-STEM implementation had not shown practical packaging and could not reach all the skills that gifted students needed in the 21st century. The main perspective of STEM education refers to the conclusion that the learning approach was student-centered. The concept of this point of view was like an inquiry-based approach, where the inquiry approach was oriented to fostering student inquiry skills through active experiments. The purpose of this study was to design and validated an inquiry-based STEM learning strategy design that could systematically guide instructors or designers in creating an appropriate gifted students learning activities oriented to 21st century skills. Using an established method for model development research, a theoretically constructed initial model was iteratively improved and underwent internal validation through expert review. In a field study of an inquiry-based STEM learning strategy, we examine the design and operational characteristics that were important for the expressive role of the learning strategy. The pilot study indicated that the inquiry-based STEM learning strategy could improve gifted students' abilities in accordance with 21st century learning frameworks.