Fostering Self-Perceived Problem-Solving Skills and STEM Attitudes in Primary Education: An Incubator Design Project Based on the 5E Model

Abstract

This study explores the impact of a hands-on STEM learning activity designed for third-grade students in a rural village school. Grounded in the 5E Learning Model and aligned with NGSS and CCSS standards, the activity centers on the design and construction of a functional artificial incubator. The aim was to enhance students’ perception of problem-solving skills and attitudes toward STEM through an interdisciplinary experience integrating science, technology, engineering, and mathematics. The activity was structured to encourage inquiry, iteration, and collaboration, with students engaging in authentic engineering design processes such as prototyping, testing, and refinement. Digital tools, including temperature and humidity sensors, were used to support data collection and computational thinking. The results demonstrates that meaningful STEM education can be implemented effectively in under-resourced settings using low-cost, recycled materials and community-connected learning contexts. The findings highlight the importance of early exposure to real-world STEM challenges in fostering equity, engagement, and long-term interest in STEM fields.