DEVELOPING STUDENTS’ PHYSICS COMPETENCE THROUGH THE STEM EXPERIENTIAL TOPIC ”IOT-BASED TEMPERATURE, HUMIDITY MONITORING, AND DRIP IRRIGATION SYSTEM” – PHYSICS 11
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Abstract
In order to approach increasingly modern real-life contexts and technological advancements (such as sensors, IoT, artificial intelligence, etc.), STEM teaching models also need to become more intelligent. The organization of STEM topics should likewise be adjusted toward a more life-oriented approach.
In experiential learning, students actively participate in real-world activities, then reflect to draw meaningful conclusions, construct knowledge, and apply it effectively in new contexts. Applying the experiential learning model to STEM topics creates opportunities for students to deeply engage with local realities, thereby developing more practical product models while fostering the qualities and competencies outlined in the educational curriculum. This paper presents a process for organizing experiential STEM topics to address real-life problems and applies it to the teaching of the topic ”IoT-based temperature, humidity monitoring, and drip irrigation system” – Physics 11.
Keywords: STEM experience, physics competence, IoT, organization process, drip irrigation, Physics 11.
Keywords
STEM experience, physics competence, IoT, organization process, drip irrigation, Physics 11
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References
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