Application of the STEM Project-Based Learning Approach in Enhancing Students’ Understanding of Biological Concepts Related to Antibiotic Resistance

Osanlou, Roya; Kokabiyan, Zahra; Janatifar, Somayeh

Application of the STEM Project-Based Learning Approach in Enhancing Students’ Understanding of Biological Concepts Related to Antibiotic Resistance

Document Type : Original Article

Authors

¹ PhD in Biology (Microbiology), Biology Education Department, General Directorate of Education, Tehran, Iran

² PhD in Biology (Animal Physiology), Biology Education Department, General Directorate of Education, Tehran, Iran

Abstract

Background and Objectives: This study examined the impact of a project-based STEM education approach on enhancing secondary school students’ understanding of biological concepts related to antibiotic resistance-a topic often difficult to comprehend through traditional instruction due to its interdisciplinary nature and the complexity of microbial mechanisms. To examine the effectiveness of this approach, a quasi-experimental design using pretest–posttest with a control group was employed. Methods: The study sample consisted of 80 tenth-grade science students who were randomly assigned to an experimental group (STEM instruction) and a control group (traditional teaching). Data were collected through conceptual understanding tests and observations of students’ practical laboratory performance. Statistical analyses included independent samples t-tests, and one-way ANOVA. Findings: Findings showed that the conceptual understanding mean score of the STEM group increased from 13.25 to 18.45, whereas the control group mean showed only a slight improvement from 13.10 to 14.05. The difference between the two groups was statistically significant. Therefore, engagement in authentic laboratory experiments, such as culturing bacteria and measuring inhibition zones, enabled students to visualize and better comprehend the mechanisms underlying antibiotic resistance. Conclusion: The results indicate that integrating science, technology, engineering and mathematics into hands-on project-based learning can deepen conceptual understanding and strengthen scientific analytical skills. These findings highlight the value of interdisciplinary and experiential learning in teaching complex biological concepts and suggest that the STEM approach can serve as an effective model for science education in secondary schools.

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