A Study of Creativity in CaC2 Steamship-derived STEM Project-based Learning

• Published in: Eurasia Journal of Mathematics, Science and Technology Education Science and Technology Education, 2017-06, Vol.13 (6), p.2387
• Main Authors: Lou, Shi-Jer, Chou, Yung-Chieh, Shih, Ru-Chu, Chung, Chih-Chao
• Format: Article
• Language: English
• Subjects: Creativity; Matter & antimatter; Middle schools; Project-based learning; STEM education; Students
• ISSN: 1305-8223; 1305-8215; 1305-8223
• DOI: 10.12973/eurasia.2017.01231a

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.