Promoting Integrated STEM Education: Effectiveness of Making and Making With Mentoring Instructions

• In Event: Technology, STEM Learning, and Contexts

Abstract

The current research aims to investigate the pedagogic effectiveness of making and making with mentor support in students’ development of creativity, critical thinking, STEM identity, and STEM interest. Two classes of Secondary 3 students in Hong Kong participated in the 7-week study. In the control group (n=32), a maker course was implemented to develop integrated STEM education. In the experimental group (n=32), mentor support was provided for students in the same maker course. It was revealed that (i) the maker course without mentoring was more effective in developing students’ critical thinking, and (ii) the maker course with mentoring was proven to be more successful in enhancing students’ STEM interest.

Authors

• Xiaojing Weng, The Chinese University of Hong Kong

• Thomas K.F. Chiu, The Chinese University of Hong Kong

• Morris S.Y. Jong, The Chinese University of Hong Kong