dc.contributor.author | Samsudin, Mohd Ali | de |
dc.contributor.author | Jamali, Seyedh Mahboobeh | de |
dc.contributor.author | Md Zain, Ahmad Nurulazam | de |
dc.contributor.author | Ale Ebrahim, Nader | de |
dc.date.accessioned | 2020-04-14T13:44:40Z | |
dc.date.available | 2020-04-14T13:44:40Z | |
dc.date.issued | 2020 | de |
dc.identifier.issn | 1304-6020 | de |
dc.identifier.uri | https://www.ssoar.info/ssoar/handle/document/67241 | |
dc.description.abstract | Science, Technology, Engineering and Mathematics (STEM) Project-Based Learning (PjBL) is increase effectiveness, create meaningful learning and influence student attitudes in future career pursuit. There are several studies in the literature reporting different aspects of STEM into a PjBL pedagogy. However, the effect of implementing STEM PjBL in terms of improving students’ skills in self-efficacy levels in physics mechanics at high school level has not been demonstrated as expected in the previous literature. This study followed a quasi-experimental research method. Bandura’s social cognitive theory is used to assess and compare the effect of STEM PjBL with conventional teaching method on students’ self-efficacy level in learning physics among over 100 high school students. The result illustrated that STEM PjBL improve students’ self-efficacy to solve physics problem. Also, the study proposes a guideline for future research. | de |
dc.language | en | de |
dc.subject.ddc | Bildung und Erziehung | de |
dc.subject.ddc | Education | en |
dc.subject.other | Project-Based learning (PjBL); Science, Technology, Engineering and Mathematics (STEM); problem-solving; performance evaluation | de |
dc.title | The Effect of STEM Project Based Learning on Self-Efficacy among High-School Physics Students | de |
dc.description.review | begutachtet (peer reviewed) | de |
dc.description.review | peer reviewed | en |
dc.source.journal | Journal of Turkish Science Education | |
dc.source.volume | 17 | de |
dc.publisher.country | MISC | |
dc.source.issue | 1 | de |
dc.subject.classoz | Unterricht, Didaktik | de |
dc.subject.classoz | Curriculum, Teaching, Didactics | en |
dc.subject.thesoz | Physikunterricht | de |
dc.subject.thesoz | physics instruction | en |
dc.subject.thesoz | Sekundarbereich | de |
dc.subject.thesoz | secondary education | en |
dc.subject.thesoz | Lehrmethode | de |
dc.subject.thesoz | teaching method | en |
dc.subject.thesoz | Selbstwirksamkeit | de |
dc.subject.thesoz | self-efficacy | en |
dc.identifier.urn | urn:nbn:de:0168-ssoar-67241-2 | |
dc.rights.licence | Creative Commons - Namensnennung, Nicht-kommerz. 1.0 | de |
dc.rights.licence | Creative Commons - Attribution-NonCommercial 1.0 | en |
internal.status | formal und inhaltlich fertig erschlossen | de |
internal.identifier.thesoz | 10053082 | |
internal.identifier.thesoz | 10053487 | |
internal.identifier.thesoz | 10050864 | |
internal.identifier.thesoz | 10075303 | |
dc.type.stock | article | de |
dc.type.document | Zeitschriftenartikel | de |
dc.type.document | journal article | en |
dc.source.pageinfo | 94-108 | de |
internal.identifier.classoz | 10614 | |
internal.identifier.journal | 1736 | |
internal.identifier.document | 32 | |
dc.rights.sherpa | Grüner Verlag | de |
dc.rights.sherpa | Green Publisher | en |
internal.identifier.ddc | 370 | |
dc.identifier.doi | https://doi.org/10.36681/tused.2020.15 | de |
dc.description.pubstatus | Veröffentlichungsversion | de |
dc.description.pubstatus | Published Version | en |
internal.identifier.sherpa | 1 | |
internal.identifier.licence | 29 | |
internal.identifier.pubstatus | 1 | |
internal.identifier.review | 1 | |
dc.subject.classhort | 10600 | de |
internal.pdf.wellformed | true | |
internal.pdf.encrypted | false | |