According to extensive research, problem-based learning (PBL) in STEM education improves student learning outcomes and supports them in gaining practical skills necessary for upward future careers. Despite current efforts to promote PBL-STEM activities in education, their uptake in life science remains low. Several types of research involving college instructors indicate that instructor guidance of PBL-STEM activities is one of the crucial aspects for its successful usage in educational settings. However, to our knowledge, little research has been undertaken on the effectiveness of participants’ PBL-STEM learning in coping with problems and dilemmas encountered during the STEM learning process. This research intends to investigate the efficacy and provide experiential references to demonstrate the existing gaps by a transdisciplinary approach. The effect on participants’ professional learning interest, comprehension capacity, problem-solving ability, self-efficacy, and cooperation abilities is related to five dependent variables. Our findings from paired t-test analysis demonstrate that STEM participants had a significant difference before and after experiencing PBL-STEM learning objectives. In the light of a one-way ANOVA, STEM learner participation in this course was more important than gender and age in improving STEM literacy through classroom activities. In line with feedback interviews, students who engaged in experiential learning favored reciprocal advantages and mutual benefits within their groups through teamwork, practical application, and information acquisition. Given that the participants in this study were early adopters of PBL-STEM, any future research should aggressively encourage these students to create and implement solutions in the classroom based on their ideas.

根据广泛的研究，STEM 教育中的基于问题的学习 (PBL) 可以提高学生的学习成果，并支持他们获得未来职业发展所需的实用技能。尽管目前在教育领域努力促进 PBL-STEM 活动，但它们在生命科学领域的采用率仍然很低。涉及大学教师的几种类型的研究表明，教师对 PBL-STEM 活动的指导是其在教育环境中成功使用的关键因素之一。然而，据我们所知，关于参与者的PBL-STEM学习在应对STEM学习过程中遇到的问题和困境的有效性方面的研究很少。本研究旨在通过跨学科的方法调查其有效性并提供经验参考来证明现有的差距。对参与者专业学习兴趣、理解能力、解决问题能力、自我效能和合作能力的影响与五个因变量有关。我们的配对t检验分析结果表明，STEM 参与者在经历 PBL-STEM 学习目标之前和之后存在显着差异。根据单向方差分析，在通过课堂活动提高 STEM 素养方面，STEM 学习者参与本课程比性别和年龄更重要。根据访谈反馈，参与体验式学习的学生倾向于通过团队合作、实际应用和信息获取，在小组内实现互惠互利、互惠互利。鉴于本研究的参与者是 PBL-STEM 的早期采用者，任何未来的研究都应积极鼓励这些学生根据他们的想法在课堂上创建和实施解决方案。