An Experiment in Applying Differentiated Instruction in STEAM Disciplines

Abstract

Purpose: Science Technology Engineering Mathematics (STEM) is developing now in Mongolian Universities. Research in STEM education is increasing in importance globally and is an international field.  Less information is available concerning the relationships among behavior, multiple intelligence, and learning style of differentiated instruction for the STEM classroom. There is a need for a teaching methodology on how to deliver STEM contents to every student in Mongolia. Method: This study developed a differentiated teaching approach based on nine multiple intelligence and learning style differences. To create the teaching approach, first, the study had the Gardner test and Visual, Authority, Kinesthetic (VAK) behavior test among 76 students.

Findings: This study found a proper modification teaching approach for the intelligent ability and learning styles. Implications for Research and Practice: After implementation of the modification, the academic achievement and engagement of the students increased by 9.3 percent. The study findings reveal correlations between VAK, Intelligence ability, and temperaments of the students. These relationships can be used for teaching STEM and preparation classes.