期刊名称：Research and Practice in Technology Enhanced Learning
电子版ISSN：1793-7078
出版年度：2019
卷号：14
期号：1
DOI：10.1186/s41039-019-0119-y
语种：English
出版社：Springer
摘要：AbstractThe purpose of this study was to explore the factors that might affect learning performance and collaborative problem solving (CPS) awareness in science, technology, engineering, and mathematics (STEM) education. We collected and analyzed data on important factors in STEM education, including learning strategy and learning behaviors, and examined their interrelationships with learning performance and CPS awareness, respectively. Multiple data sources, including learning tests, questionnaire feedback, and learning logs, were collected and examined following a learning analytics approach. Significant positive correlations were found for the learning behavior of using markers with learning performance and CPS awareness in group discussion, while significant negative correlations were found for some factors of STEM learning strategy and learning behaviors in pre-learning with some factors of CPS awareness. The results imply the importance of an efficient approach to using learning strategies and functional tools in STEM education.
关键词：STEM education;Collaborative problem solving;Learning strategy;Learning behavior;Learning analytics
