This post summarizes the paper titled ‘Assessment of Higher Order Thinking Skills Through STEM Integration Project-Based Learning for Elementary Level ’. Click here to read DOI
Imagine a classroom where students are learning about rockets. Traditionally, the teacher might explain how rockets work, draw diagrams on the board, and ask students to memorize scientific concepts. But what if the students were asked to build their own rockets instead? Suddenly, learning becomes more challenging. They need to select materials, develop designs, test their creations, and understand why some rockets perform better than others. This is where project-based learning becomes meaningful, especially when combined with Science, Technology, Engineering, and Mathematics (STEM).
To assess this approach’s effectiveness, Keleman and his fellow researchers conducted a study involving 12 Year 6 students and four teachers from SK Methodist, Kapit. The researchers focused on improving Higher Order Thinking Skills (HOTS) through STEM-integrated Project-Based Learning. Using interviews, questionnaires, and pre-tests and post-tests, they investigated how students developed thinking skills through practical learning activities, including constructing water rockets.
The findings revealed that students could demonstrate certain thinking abilities, such as applying knowledge and analyzing materials, but often struggled with more complex tasks involving evaluation and improvement. For example, students struggled to explain whether a rocket could fly without water or to suggest modifications to improve its performance. However, after participating in STEM-integrated project activities supported by a learning module, students showed significant improvement on the post-test. These findings suggested that hands-on projects could help students strengthen their critical thinking and problem-solving skills.
Overall, the study highlights the importance of giving students opportunities to explore, experiment, and discover solutions independently. Learning becomes more meaningful when students are encouraged to question information rather than simply remember it. Teachers can support this process by introducing practical activities that require students to apply their knowledge creatively. The most valuable lessons are not always the ones where students remember every answer, but the ones where they learn to find answers for themselves.
