ANALYSIS OF GOOD EDUCATIONAL PRACTICES IN STEM PROJECT-BASED LEARNING IN TECHNOLOGY AND ENTREPRENEURSHIP IN PRIMARY EDUCATION WITHIN A DIDACTIC EXPERIMENT
Keywords:
good practices, STEM project-based learning, technology and entrepreneurship, student motivation, LEGO educational setsAbstract
This report presents an analysis of good educational practices in STEM project-based learning in Technology and Entrepreneurship in primary education, implemented within the didactic experiment “Learn and Play” involving 236 third-grade students from six schools across the country. The projects were carried out using a variety of materials and technologies traditional didactic tools, as well as the LEGO educational sets BricQ Motion Essential and LEGO SPIKE Essential which enabled systematic observation of how different forms of practical, engineering, and technological activity support the development of key student competencies. Empirical data collected through classroom observations and student reflections indicate that five clearly defined good practices Upcycling and engineering with accessible materials, Visual communication and media presentation, Environmental education and sustainable solutions, Mini-economy, and Design thinking have a positive impact on four key indicators: independence, teamwork effectiveness, learning motivation, and self-assessment/self-efficacy. The results reveal high levels of student engagement and activity during project work, as well as positive dynamics across all examined aspects. The findings further show that integrated project activities facilitate the understanding of complex concepts through hands-on exploration, experimentation, and the creation of real products. The report outlines the potential of STEM project-based learning in Technology and Entrepreneurship as a sustainable pedagogical framework for the primary stage and offers practical guidelines for the broader application of the identified good practices in educational practice
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