Abstract:

The present study aims to explore the utilization of an active-learning approach to foster the development of students' 21st-century skills within science, technology, engineering, and mathematics (STEM) education. Specifically, the focus lies on employing a Student-Created Video (SCV) methodology to actively engage students in their learning process and enhance the development of a range of skills beyond to traditional literacy and numeracy, which persist as challenges.

The investigation was conducted over two consecutive academic courses (2021/2022 and 2022/2023) at Rey Juan Carlos University, within the subject area named "Chemistry of Water". To accomplish the activity, students were first organized into collaborative groups, with each member assuming distinct roles to promote interaction, collaboration, and the development of group competencies. The activity was extended across a semester and encompassed various control sessions to enable continuous assessment by instructors and students, who could then benefit from the corresponding feedback.

Particularly, a structured approach consisting of three sessions was implemented. Initially, instructors evaluated the video creation approach and provided guidance to students, setting the foundation for subsequent work. In the following session, students faced initial challenges in effectively translating their ideas while presenting their first 1-minute concise video. However, instructor intervention addressed these challenges, leading to improved performance observed in the final session. During this final control point, group presentations were evaluated based on clarity and timing, followed by interactive Q&A sessions. These structured activities enhanced student performance and skill acquisition in STEM contexts by emphasizing instructor guidance and iterative feedback.

Survey instruments were also developed to measure student perception of the academic task. Initial and final surveys encompassed dimensions such as methodology, learning outcomes, assessment, and attitudes toward innovation. The collected data revealed significant engagement with the methodology, demonstrating high levels of interest and motivation among students. Moreover, learners perceived the experience as highly valuable for their learning, leading to improvements in self-efficacy and the development of valuable soft skills such as communication, teamwork, critical thinking, and leadership traits, among others. Continuous assessment across sessions with peer involvement in grading also received great acceptance, as it helped to mitigate parasitic behavior and encouraged individual accountability. Additionally, there was a widespread consensus among students regarding the utility of the SCV approach, although some challenges were identified, particularly with the technical aspects of video editing.

These findings underscore the efficacy of structured SCV activities not only in enhancing student learning but also in fostering the acquisition of critical skills necessary to success in STEM contexts.

Keywords:

Student-Created Video, Active Learning, STEM, collaborative learning.