Article 2023

Dispositions of 21st-Century Skills in STEM Programs and Their Changes over Time

CS
Chen, Ssu Kuang
 YY
Yang, Ya Ting Carolyn
 LC
Lin, Chiu pin
 LS
Lin, Sunny S.S.J.
International Journal of Science and Mathematics Education
Journal · Vol. 21 · Issue 4 · pp. 1363-1380
Abstract

It is important to cultivate dispositions of 21st-century skills (D21S: critical thinking, complex problem solving, creativity, communication, and collaboration) in project-based science, technology, engineering, and mathematics learning (STEM-PjBL). Previous research has seldom adopted the person-oriented approach to examine STEM-PjBL program effectiveness, and knowledge regarding group differences is still lacking. To fill this gap, a person-oriented analysis was used to form groupings of students based on D21S. Three latent profiles (high-, medium-, and low-D21S) of students were identified in 6 elementary schools, and the transition probabilities were estimated for 2 class types (treatment vs. comparison) across 1 semester. Most of the students (63.4%) showed stable D21S profiles over 1 semester; however, some students (17.6%) exhibited improvement, and some (18.9%) showed declination. Additionally, the STEM-PjBL programs presented positive effects on the growth of D21S. This study further found that the D21S transitional types (i.e. declined, stable, and improved) could predict students’ motivation (perceived STEM domain content mastery, self-efficacy, and task value), showing that a declined D21S also decreased academic motivation. The findings suggest that students who decline in D21S should receive attention from teachers because their perceived academic performance, competence beliefs, and values in STEM also decrease simultaneously. © 2022, Ministry of Science and Technology, Taiwan.

Keywords

Author Keywords

Disposition of 21st-century skills Latent profile and transition analyses STEM content mastery STEM self-efficacy STEM task value

Index Keywords

Author Affiliations
Institute of Education, National Yang Ming Chiao Tung University, Hsinchu, Taiwan
Institute of Education, National Cheng Kung University, Tainan, Taiwan
Institute of Learning Sciences and Technologies, National Tsing Hua University, Hsinchu, Taiwan
Funding & Acknowledgements
Ministry of Education, MOE
This work was supported by a 4-year grant from the Ministry of Education, Taiwan ROC, through the project entitled “The Advanced Interdisciplinary Project for K-12 Schools.”
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