Authors :
Moses Irekpita Simeon; NooraidaYakob
Volume/Issue :
Volume 7 - 2022, Issue 3 - March
Google Scholar :
https://bit.ly/3IIfn9N
Scribd :
https://bit.ly/3wCZVaQ
DOI :
https://doi.org/10.5281/zenodo.6565742
Abstract :
Study focused on investigating the
effectiveness of a developed design-thinking instructional
module in STEM context on learning difficult physics
concepts. Study was carried out in an afterschool
environment. Developed instructional modules combined
the STEM and design processes of empathy, ideation,
brainstorming prototyping, testing and retesting to
learning physics concepts Modules were validated by
experts for face and content validity. Modules were
subjected to use for learning the selected difficult physics
concepts in a single group design. In order to investigate
the extent of impact on physics learning study was
carried out on 48 male students and 41 female students
in purposively selected secondary schools. Interview
reports as feedback from selected 10 study participants
at intervention were subjected to thematic analysis
.Findings revealed that the design thinking activities in
STEM context had positive impacts on improving
learners’ knowledge and arousing their curiosity to
learning perceived physics concepts as against the usual
conventional method.
Keywords :
Instructional Module, Physics concepts, STEM, Design thinking, learning
Study focused on investigating the
effectiveness of a developed design-thinking instructional
module in STEM context on learning difficult physics
concepts. Study was carried out in an afterschool
environment. Developed instructional modules combined
the STEM and design processes of empathy, ideation,
brainstorming prototyping, testing and retesting to
learning physics concepts Modules were validated by
experts for face and content validity. Modules were
subjected to use for learning the selected difficult physics
concepts in a single group design. In order to investigate
the extent of impact on physics learning study was
carried out on 48 male students and 41 female students
in purposively selected secondary schools. Interview
reports as feedback from selected 10 study participants
at intervention were subjected to thematic analysis
.Findings revealed that the design thinking activities in
STEM context had positive impacts on improving
learners’ knowledge and arousing their curiosity to
learning perceived physics concepts as against the usual
conventional method.
Keywords :
Instructional Module, Physics concepts, STEM, Design thinking, learning
