Developing Educational Values Among Students Through Stem Activities

Abstract

The main aim of the current study is to develop a suggested proposal to include tenth-grade STEM learning in mathematics lessons. The study followed a qualitative approach based on Braun and Clarke's (2006) method, using an analytical tool consisting of three types that encompass various educational values. These values are distributed as follows: personal values (36% of the total values received during the intervention unit), social values (41% of the total values observed in activities), and cognitive values (23%). Different types of moral values were distributed, with social values being more prominent (16%) in observations from interviews, and cognitive values (18%) exceeding personal values. The integration of topics clearly helped in reviving students' values, but there was a lack of a clear vision regarding the concepts and applications of the STEM teaching strategy. Based on the study results, a proposed vision was constructed, including the foundations, goals, content, activities, mechanisms and strategies for treatment, and methods for value development.