THE EFFECTS OF CROSS-DISCIPLINARY LIFE SCIENCE INNOVATION IMPLEMENTED BY STUDENTS' STIMULATED STRATEGIES FOR PBL-STEM SELF-EFFICACY

This research used mixed effects to construct a PBL-STEM (problem-based learning with STEM) questionnaire high validity and reliability. The benefits of focused on cross-disciplinary longitudinal analyze students' self-efficacy in life science. All 175 university students who attended this course as an elective participated research. purpose was evaluate performance the cake-baking practice experiential use unpaired samples t-test, one-way ANOVA, feedback analysis quantitative qualitative data. following are noteworthy results: t-test showed that five stimulated scales were significantly different better after activity. In engage more STEM activities, improve conceptual learning, close achievement gaps. enthusiastic are, actively they study think, effectively their learning. Students' teaching activity is beneficial for improving technology, student-teacher engagement, process comprehension, interest. light will foster disposition enhance skills, encourage problem-solving based thinking. Keywords: cross-disciplinary, science, PBL-STEM,