FOSTERING SCIENCE IDENTITY IN SECONDARY SCHOOL STUDENTS THROUGH IOT-INTEGRATED EXPERIENTIAL STEM EDUCATION IN AGRICULTURE
| Title | FOSTERING SCIENCE IDENTITY IN SECONDARY SCHOOL STUDENTS THROUGH IOT-INTEGRATED EXPERIENTIAL STEM EDUCATION IN AGRICULTURE |
| Publication Type | Journal Article |
| Year of Publication | 2026 |
| Authors | Phung, VH, Phung, TTL, Nguyen, TTH, Nguyen, TTP |
| Journal | Journal of Baltic Science Education |
| Volume | 25 |
| Issue | 2 |
| Start Page | 351-365 |
| Pagination | Continuous |
| Date Published | April/2026 |
| Type of Article | Research article |
| ISSN | 1648-3898 |
| Other Numbers | E-2538-7138 |
| Keywords | epistemic friction, IoT, PISA 2025, science identity, STEM |
| Abstract | Science identity, comprising core components such as Science Capital, Epistemic Beliefs, and Environmental Agency, has been identified by PISA 2025 as a key indicator of 21st-century citizen competency. However, contemporary STEM education often lacks effective pedagogical strategies to foster these multifaceted dimensions of science identity in authentic contexts. This study evaluated the impact of an experiential STEM model integrated with Internet of Things (IoT) technology on the development of science identity among secondary school students in Vietnam. Using an explanatory sequential mixed-methods design, a quasi-experiment was conducted with 102 eleventh-grade students. The experimental group participated in a 10-week IoT-based agricultural project, while the control group received conventional instruction. Quantitative data were collected using a validated science identity scale and analysed via ANCOVA, supplemented by qualitative insights from student learning journals and interviews. Findings demonstrated that the STEM-IoT model significantly enhanced overall science identity with a large effect size (Cohen’s d = 0.82), with environmental agency showing the strongest gains (d = 0.57). Qualitative analysis revealed that engagement with complex, real-world IoT data generated "epistemic friction," prompting a shift from simplistic views of scientific knowledge as absolute towards critical inquiry and bolstering students' perceived agency. This study provides a validated measurement instrument and evidence that technology-integrated, contextually grounded STEM pedagogy can effectively advance the competencies emphasized in the PISA 2025 framework. |
| URL | https://journals.indexcopernicus.com/search/article?articleId=4863028 |
| DOI | 10.33225/jbse/26.25.351 |
| Refereed Designation | Refereed |
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