Publication Date: 2022/05/20
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
DOI: https://doi.org/10.5281/zenodo.6565742
PDF: https://ijirst.demo4.arinfotech.co/assets/upload/files/IJISRT22MAR1077_(1).pdf
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