The Effectiveness of STEM Project-based Learning on Scientific Identity: Quasi-Experimental Evidence from Chinese College Students

Abstract

STEM is an integrative and multidisciplinary educational concept that has been prevalent in education for many years. Project-based learning is a student-centred learning approach within the framework of constructivist theory. Scientific identity plays an essential role in students' STEM learning. This study targets sophomore students in the Department of Biology at a Chinese university. STEM project-based learning was used to study the differences in the cognition of students' science identity before and after project implementation. The experiment adopted a quasi-experiment design, comparing the experimental and control groups' science identities. The data analysis adopts the T-test method. The experimental results show that STEM project-based teaching significantly improves students' science identity compared to conventional teaching. This study reveals the positive impact of STEM project-based learning (PjBL) on students' scientific identity. It enriches the theoretical basis of students' scientific identity development in science education.