A Curriculum Integrating STEAM and Maker Education Promotes Pupils' Learning Motivation, Self-Efficacy, and Interdisciplinary Knowledge Acquisition

Jia, Yangyang; Zhou, Bing; Zheng, Xudong

doi:10.3389/fpsyg.2021.725525

Cited by 32 publications

(21 citation statements)

References 67 publications

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“…The creative process was a higher-level understanding of science, and finally built up students' interdisciplinary knowledge. Jia et al (2021) also confirmed the evaluation to the comprehensive STEAM approach to academic performance. STEAM education can not only improve students' ability to conceptualize topics, but also strengthen students' learning and understanding of interdisciplinary knowledge, and promote students' overall academic performance in learning activities.…”

Section: Discussionsupporting

confidence: 63%

“…Each detail should be handled until the final expanded drawing and three-dimensional rendering were completed (Figure 1). Seventh, students presented their final work, and shared the design ideas and the concepts of their work with others (Jia et al, 2021).…”

Section: Courses Fields Contentsmentioning

confidence: 99%

“…Thus, theory is not applied to actual practice, and students in higher vocational colleges cannot apply the knowledge they have learned to solve practical problems. "Knowledge" thus becomes "useless knowledge" (Linn and Hsi, 2000;Jia et al, 2021). A course that integrates scientific training and practical development not only helps to promote the creative expression ability of students in higher vocational colleges (Hong et al, 2016;Henderika, 2021), but also makes corresponding contributions to the cultivation of art and design professionals (Madden et al, 2013).…”

Section: Introductionmentioning

confidence: 99%

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The effects of art design courses in higher vocational colleges based on C-STEAM

Chen

Ye²,

Lee³

2022

Front. Psychol.

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C-STEAM education is aimed at preserving local culture, while also improving students’ interests and skills in science, technology, engineering, art, and mathematics-related fields. Other goals are to cultivate students to solve complex and practical problems through interdisciplinary thinking or integrate learning subjects with local senses in the context. In the present curriculum implemented in China, STEAM education mainly focuses on K-12 education and kindergarten education, and it is not widely implemented in colleges and universities, and most of the existing courses are carried out in general technical courses such as robotics and 3D printing, and less in design courses, since the concept of STEAM education has just begun to be advocated recently. Nevertheless, STEAM courses are still limited to special educational systems and disciplines, even though these courses have been vigorously promoted in China. Thus, this study designed an innovative higher vocational college curriculum based on the interdisciplinary principle of C-STEAM, using art design as a meta-theme framework and integrating Chinese local culture. A single-subject quasi-experimental design method was used. A total of 45 students majoring in art design in a higher vocational college were invited to participate in this study. The teaching experiment lasted for 9 weeks. Through teachers’ teaching and, demonstration and students’ independent learning of C-STEAM knowledge in the field of art and design, the concept of C-STEAM was introduced to the creation of packaging design. At the same time, a model composed of six hypotheses was constructed, using the creative self-efficacy scale, learning engagement scale, and creative performance assessment as measurement methods, to discuss students’ participation in the art and design courses of higher vocational colleges based on the concept of C-STEAM integration of creative self-efficacy, learning engagement, and creative performance over time. The results showed that students with higher creative self-efficacy had higher learning engagement (cognitive, affective, and behavioral), and students with higher learning engagement performed better in terms of creative performance. The results of this study can help researchers and educators to focus on C-STEAM courses and provide suggestions for the cultivation of art and design professionals in higher vocational colleges.

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Section: Discussionsupporting

confidence: 63%

Section: Courses Fields Contentsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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The effects of art design courses in higher vocational colleges based on C-STEAM

Chen

Ye²,

Lee³

2022

Front. Psychol.

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“…With this in mind, it is instructive to conceptualise the term "curriculum" before attempting to conceptualise "curriculum design". The conceptual meaning of curriculum explicates an embodiment of knowledge, skills and attitude that are impacted on persons through the school administration system (Jia, Zhou & Zheng, 2021). By "knowledge", is meant the integration of all facts, postulations, philosophies and rules required to be attained for an individual/student to be certified as competent in a chosen area of study.…”

Section: Conceptualising Curriculum and Curriculum Designmentioning

confidence: 99%

Curriculum Design and Students’ Learning Experience in Post COVID-19 Era in Nigeria

Adewumi

2023

JESR

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The continuous quest for effective and global best practice in curriculum design to promote appropriate learning and teaching experiences is still not without some conundrums, particularly in the context of higher institutions of learning in Nigeria. The current study pursues the argument that curriculum design has major implications for students’ learning experience in the post-COVID-19 era in Nigeria. Remarking on the discourse of curriculum studies, not much attention has been given to the nexus between curriculum design and students’ learning experience in post-COVID-19 era in Nigeria. A total of 16 undergraduate students were recruited purposely and conveniently for interview from the Faculty of Management Science of the Lagos State University, Nigeria. NVivo (v.12) qualitative software was employed to identify themes and sub-themes which were analysed with content qualitative analytical tool. Expert contributions, quality assurance, practical knowledge and innovative contents were shown as global trends in curriculum design. In terms of the role of curriculum design in students’ learning experience, stimulating environment and the creation of higher thinking and learning experience were revealed, and the implications of curriculum design for higher education development in post-COVID-19were found to include improved e-learning and teaching experience and improvement in technology and innovation-aided teaching and learning. The study calls for the overhauling of Nigeria’s higher education curriculum in tandem with global best practices for innovative students’ learning experience. Received: 5 September 2022 / Accepted: 17 December 2022 / Published: 5 January 2023

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“…Creativity often plays key roles in sophisticated processes in engineering design education (Dorst, 2011;Forbes, 2008). Several studies have examined how individuals' creativity is influenced during the design-based learning process (Jia et al, 2021;Khamhaengpol et al, 2021;Ozkan & Topsakal, 2021;Shen et al, 2021). However, instead of examining how individuals creatively designed their works, these studies investigated individuals' creativity through self-report questionnaires (Shen et al, 2021), divergent thinking tests (Ozkan & Topsakal, 2021), or merely the completeness of the products (Jia et al, 2021;Khamhaengpol et al, 2021).…”

Section: Creativity In the Design Processmentioning

confidence: 99%

Engineering design learning for high school and college first-year students in a STEM battlebot design project

Chien

Liu²,

Chan

et al. 2023

IJ STEM Ed

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Background There is a worldwide trend to include engineering design in high school curricula as a bridge course to higher-level STEM education and to increase high school students’ interest in STEM fields. This study used a battlebot design curriculum to compare engineering design learning between high school and college first-year students and then proposed suggestions for curriculum planning that promoted the continuity of learning between different levels of engineering design education. Results This study used the creative product analysis matrix (CPAM) and lag sequential analysis (LSA) to explore the possible similarities and differences between the two groups’ understanding of engineering design. The results show that college first-year students were significantly better than high school students in CPAM, but the two groups were similar in their reflections on engineering design behaviors, indicating that the noncumulative learning results must be taken seriously. Conclusions Higher-order engineering design thinking skills take a longer time to develop than technical skills. For both high school and college first-year students, it is important to enhance their higher-order engineering design thinking skills to promote higher engineering design performance. Moreover, high school students could be provided with convenient processing tools and easy-to-use, hands-on techniques to increase their technical skills. Educators from institutions of higher education and K-12 schools should work together to develop pedagogical models that provide rigorous, well-rounded education and outstanding engineering design instructions to most effectively cultivate STEM talent.

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A Curriculum Integrating STEAM and Maker Education Promotes Pupils' Learning Motivation, Self-Efficacy, and Interdisciplinary Knowledge Acquisition

Cited by 32 publications

References 67 publications

The effects of art design courses in higher vocational colleges based on C-STEAM

The effects of art design courses in higher vocational colleges based on C-STEAM

Curriculum Design and Students’ Learning Experience in Post COVID-19 Era in Nigeria

Engineering design learning for high school and college first-year students in a STEM battlebot design project

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