Effects of web-based versus classroom-based STEM learning environments on the development of collaborative problem-solving skills in junior high school students

• Published in: International journal of technology and design education Vol. 30; no. 1; pp. 21 - 34
• Main Authors: Lin, Kuen-Yi, Yu, Kuang-Chao, Hsiao, Hsien-Sheng, Chang, Yu-Shan, Chien, Yu-Hung
• Format: Journal Article
• Language: English
• Published: Dordrecht Springer Netherlands 01.03.2020; Springer; Springer Nature B.V
• Subjects: Addition; Chinese; Classroom Environment; Classrooms; Cognitive Style; Collaboration; College Science; Computers; Control Groups; Cooperative Learning; Education; Educational Environment; Educational Facilities Improvement; Educational Technology; Engineering education; Experiential Learning; In Person Learning; Influence of Technology; Instructional Effectiveness; Junior High School Students; Learning; Learning Activities; Learning and Instruction; Middle schools; Outcomes of Education; Peer Teaching; Problem Solving; School environment; Science Education; Science Instruction; Secondary School Science; Secondary school students; Secondary schools; Skill Development; Skills; STEM Education; Student Improvement; Student Participation; Students; System effectiveness; Teacher Guidance; Teachers; Technical education; Web Based Instruction; World Problems; Collaborative problem-solving skills; Junior high school students; Classroom-based learning environment; STEM; Web-based learning environment
• ISSN: 0957-7572; 1573-1804
• DOI: 10.1007/s10798-018-9488-6

Collaborative problem-solving skills are one of the key competencies required in the twenty-first century. In this study, researchers attempted to compare the effectiveness of web-based collaborative problem-solving systems (wCPSS) and classroom-based collaborative hands-on learning activities (cCHLA) in the development of collaborative problem-solving skills in junior high school students who were learning science, technology, engineering, and mathematics (STEM)-related subjects. A quasi-experimental, nonequivalent pretest–posttest control group design was employed, and 241 junior high school students were invited to participate in the study. According to the results, a wCPSS-supported environment with teacher guidance was found to be more effective than either a wCPSS-supported environment without teacher guidance or a cCHLA-facilitated environment in developing students’ collaborative problem-solving skills in STEM fields. The study suggested that a web-based collaborative problem-solving system with teacher guidance can be used in developing junior high students’ collaborative problem-solving skills in STEM education.