<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">King-Dow Su</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">THE EFFECTS OF CROSS-DISCIPLINARY LIFE SCIENCE INNOVATION IMPLEMENTED BY STUDENTS' STIMULATED STRATEGIES FOR PBL-STEM SELF-EFFICACY</style></title><secondary-title><style face="normal" font="default" size="100%">Journal of Baltic Science Education</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">cross-disciplinary</style></keyword><keyword><style  face="normal" font="default" size="100%">life science</style></keyword><keyword><style  face="normal" font="default" size="100%">PBL-STEM</style></keyword><keyword><style  face="normal" font="default" size="100%">self-efficacy</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2022</style></year><pub-dates><date><style  face="normal" font="default" size="100%">December/2022</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2022/987-1671188193.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">21</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">This research used mixed effects to construct a PBL-STEM (problem-based learning with STEM) questionnaire with high validity and reliability. The benefits of PBL-STEM focused on cross-disciplinary and longitudinal research to analyze students' self-efficacy in life science. All 175 university students who attended this course as an elective participated in this research. The purpose was to evaluate students' performance in the cake-baking practice experiential course and to use unpaired samples t-test, one-way ANOVA, and feedback analysis as quantitative and qualitative data. The following are noteworthy results: The t-test showed that five stimulated scales were significantly different and better after the cake-baking PBL-STEM activity. In one-way ANOVA, to engage with more students in STEM activities, improve conceptual learning, and close achievement gaps. The more enthusiastic students are, the more actively they study and think, and the more effectively they improve their PBL-STEM learning. Students' feedback analysis of this teaching activity is beneficial for improving technology, student-teacher engagement, process comprehension, and learning interest. The light of this research will foster a disposition of learning, enhance cake-baking skills, and encourage problem-solving based on their thinking. </style></abstract><issue><style face="normal" font="default" size="100%">6</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">1069-1082</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">King-Dow Su</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">IMPLEMENTATION OF INNOVATIVE ARTIFICIAL INTELLIGENCE COGNITIONS WITH PROBLEM-BASED LEARNING GUIDED TASKS TO ENHANCE STUDENTS’ PERFORMANCE IN SCIENCE</style></title><secondary-title><style face="normal" font="default" size="100%">Journal of Baltic Science Education</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">Artificial Intelligence</style></keyword><keyword><style  face="normal" font="default" size="100%">cross-disciplinary</style></keyword><keyword><style  face="normal" font="default" size="100%">Problem-Based Learning</style></keyword><keyword><style  face="normal" font="default" size="100%">situational issues</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2022</style></year><pub-dates><date><style  face="normal" font="default" size="100%">April/2022</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2022/987-1652122552.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">21</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">This research conceived multivariate learning concepts and aimed at the implementation of integrating artificial intelligence (AI) life learning of face recognition, self-driving, and robots’ situational issues into problem-based learning (PBL) in natural science. This research put forward problem-solving and group cooperation in which students worked together to complete learning tasks from encountering problems to planning problem-solving. All 127 participants engaged in this research from the Hungkuo Delin University of Technology in Taiwan. 7 experts helped construct the content validity, construct validity, and reliability through instrument developments of 5 open-ended test questions and 31 learning attitude items. The statistical analyses revealed that those students improved their scientific cognitive skills of problem-solving by quantitative analyzes and presented their logical reasoning and activation ability by qualitative ones. In addition, the descriptive statistical analysis of learning attitude revealed that students had positive thinking attributes for the application of cross-disciplinary PBL and AI new knowledge. These findings had implications for the AI cognitions with PBL educational environment to increase innovation in the classroom. Pedagogical suggestions presented that students’ learning growth in the environment requires long-term cultivation to exhibit significant learning outcomes in the future.</style></abstract><issue><style face="normal" font="default" size="100%">2</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">245-257</style></section></record></records></xml>