Abstract:

This study presents a novel theoretical framework to develop informal STEM learning modules, emphasizing creating a "dynamic research environment" to facilitate sharp cognitive development in the students. This framework is grounded in the “Research Cognitive Theory” principles. Utilizing this theoretical framework, we developed diverse informal learning modules for STEM subjects across all educational levels, encompassing primary, preparatory, secondary, and tertiary stages, to foster sharp cognitive development by employing an enhanced learning approach. A quantitative study employing a pretest-posttest methodology was conducted with over 1000 participants to assess the effectiveness of these modules and gauge the participants' cognitive development. The statistical analysis findings regarding learners' self-efficacy, enhanced STEM interest, and career aspirations revealed a highly positive impact, conclusively showcasing an influential role of this framework in augmenting cognitive skills.

Keywords:

Theoretical Framework, STEM learning modules, Cognitive skills development.