Sound, Waves and Communication: Students’ Achievements and Motivation in Learning a STEM-Oriented Program


In this article, we present the case of developing an interdisciplinary curriculum for learning science and technology, its implementation in junior high schools and evaluation of students’ achievements and attitude. The 30-hour course (15 two-hour sessions) includes subjects such as sound and waves, conversion of sound to electrical signal, amplification, sampling, and analog to digital conversion. Beyond teachers’ short presentations, the students are engaged in problem solving and project-based learning, with strong emphasis on using information and computer technologies (ICT) tools such as simulation and sound editing software. One could see that the course design was guided by the following principles: contextual learning, integrated learning of science, technology and computer sciences; extensive use of information and computer technologies (ICT); and combining teacher’s instruction with project based learning. The research aimed at exploring students’ achievements and motivation to learn science, technology and computers. The participants in the pilot study were 40 junior high-school students in 7th grade (age 13). In the near future, the course will be updated and run once again among junior high school students and student teachers in a regional college. Data collection tools include: achievement tests, attitude questionnaires, interviews with teachers and students, and analysis of the students’ assignments and projects. The findings indicate that the students manage to handle the subject fairly well and have good achievements in the final exam. The learners also succeeded in developing final projects in sound and communication systems, “The human ear” and “Bluetooth”, and presented their projects to the parents.

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Awad, N. and Barak, M. (2014) Sound, Waves and Communication: Students’ Achievements and Motivation in Learning a STEM-Oriented Program. Creative Education, 5, 1959-1968. doi: 10.4236/ce.2014.523220.

Conflicts of Interest

The authors declare no conflicts of interest.


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