Designing a Scaffolding Inquiry-based instruction to Promote Non-engineering students in STEM Learning

Abstract

The purpose of this study is to design a scaffolding inquiry-based instruction to facilitate non-engineering students in STEM learning and investigates its impact on students’ computer programming, science learning and problem-solving performance. Employing a pretest-posttest experimental design, the investigation involved 19 university students who participated in a 3-week scaffolding inquiry-based program. The results showed that the instruction have positive effects on non-engineering students’ logical thinking, debug, and control in computer programming and concept, high-level cognition, practice, apply and communication in science learning. Although the instruction improved students problem-solving performance, some students failed to solve complicated problems.