PERCEPTIONS OF TODAY’S YOUNG GENERATION ABOUT MEANINGFUL LEARNING OF STEM

TitlePERCEPTIONS OF TODAY’S YOUNG GENERATION ABOUT MEANINGFUL LEARNING OF STEM
Publication TypeJournal Article
Year of Publication2020
AuthorsCedere, D, Birzina, R, Pigozne, T, Vasilevskaya, E
JournalProblems of Education in the 21st Century
Volume78
Issue6
Start Page920-932
PaginationContinuous
Date PublishedDecember/2020
Type of ArticleOriginal article
ISSN1822-7864
Other NumbersE-ISSN 2538-7111
Keywordsmeaningful learning, STEM education, teaching/learning methods, today’s new generation
Abstract

The necessity of STEM knowledge is being more widely acknowledged as the priority in the development of education; however, students lack sufficient knowledge and interest in the acquisition of STEM subjects. Therefore, more attention should be paid to the teaching and learning methods that would correspond to the contemporary young generation and that would facilitate meaningful learning of modern students. Performing the survey of 256 students in Grades 10 – 12 of Latvia, students’ perceptions on how they understand and interpret their STEM learning and methods used by teachers have been explored. The questionnaire in the QuestionPro e-environment was designed according to the criteria describing meaningful learning considering the peculiarities of the young generation. Respondents’ answers were analyzed with the help of the SPSS program, using the methods of non-parametric statistics. Many representatives of the young generation tend to avoid difficulties which confirms a typical feature of this generation – to achieve an immediate result easily and quickly. These students also have a weaker understanding about the importance of STEM that testifies the lack of the learning motivation. The majority of students consider that it is necessary to acquire STEM only at school, failing to connect it with the everyday life. The study describes the national context, yet the presented trends could be significant also on the international level for understanding meaningful learning of STEM.

URLhttp://oaji.net/articles/2020/457-1607329642.pdf
DOI10.33225/pec/20.78.920
Refereed DesignationRefereed
Full Text