Developing STEM activities integrated POED model to improve students’ learning by doing

Background STEM education often emphasizes ‘learning by doing’, but it’s unclear how this theory, when integrated with inquiry-based learning, affects student performance.Purpose This study aimed to evaluate a STEM activity designed with the Predict-Observe-Explain-Do (POED) inquiry model, incorporating virtual experiments to enhance hands-on learning.Methods A quasi-experimental design with a pretest-posttest control group was used, involving 104 seventh-grade students. Participants were divided into an experimental group (EG), using the POED model with virtual experiments, and a control group (CG), receiving traditional lectures. The activity centered on ‘building an electric boat’.Result Both groups showed improved learning motivation, performance, and hands-on skills, with EG students exhibiting superior outcomes, particularly those with lower prior knowledge. The POED model’s ‘Do’ phase, emphasizing product-making, connected abstract concepts with practical experience.Conclusion This research suggests that incorporating virtual experiments into STEM activities can foster deeper student engagement, providing a useful pedagogy for instructors aiming to enhance STEM education.