The impact of PBL STEAM model of light and optics on problem-solving skill of pre-service science teachers

Abstract

This research was to study the effects of a learning model using problem-based learning (PBL) with science, technology, engineering, arts, and mathematics (STEAM) education of light and optics topics on pre-service science teachers’ learning achievement and problem-solving skills. The data were collected using mixed methods for 15 weeks from December 2023 to March 2024. The sample group was 30 undergraduates majoring in teaching general science and taking physics for teacher courses. The achievement test and problem-solving skill evaluation form were used before and after participating in five lesson plans of the PBL with STEAM model focusing on the content of light and optics. This model consists of six steps: i) finding interesting problems; ii) identifying a problem to solve within the group; iii) planning the design; iv) conducting the PBL with STEAM project; v) modifying the project; and vi) project presentation. The results indicated that their learning outcomes of light and optics in physics and problem-solving skills were significantly higher after learning through this model. The results are similar to previous research on PBL and STEAM education at all levels. It is suggested that future studies should focus on applying PBL with STEAM projects to the real science classrooms in the middle school level and providing more time on project designing process.