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Abstract
Background:
This study mainly aimed to explore the effect of project-based learning (PBL) integrated in the STEM (Science, Technology, Engineering and Mathematics) activities, and analyze the creativity displayed by junior high school students in these activities.
Material and methods:
With a quasi-experimental design, 60 grade-9 students from a junior high school in the south of Taiwan were selected as the subjects to go through the six-week teaching experiment. The teaching design was centered on STEM activities and integrated with the strategy of project-based learning. The teaching contents included the teaching materials integrating CaC2 steamship-derived knowledge of science, technology, engineering, mathematics, physics and chemistry as well as related teaching activities.
Results:
The key teaching points of the five stages of STEM project-based learning, preparation, implementation, presentation, evaluation and correction, can improve students’ creativity.
Conclusions:
(1) The learning objectives of STEM project-based learning can strengthen students’ ability in STEM learning and STEM integrated application. (2) STEM project-based learning can further develop the affective domain of creativity, such as adventurousness, curiosity, imagination and challenge.
Keywords
License
This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Article Type: Research Article
EURASIA J Math Sci Tech Ed, Volume 13, Issue 6, June 2017, 2387-2404
https://doi.org/10.12973/eurasia.2017.01231a
Publication date: 15 Jun 2017
Article Views: 7365
Article Downloads: 6772
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