A Study of Creativity in CaC2 Steamship-derived STEM Project-based Learning
Shi-Jer Lou 1
,  
Ru-Chu Shih 1
,  
 
 
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1
National Pingtung University of Science and Technology
2
Ping Tung Country Jiouru Junior High School
3
National Kaohsiung First University of Science and Technology
CORRESPONDING AUTHOR
Chih-Chao Chung   

National Kaohsiung First University of Science and Technology, No.1, University Rd., Yanchao Dist., Kaohsiung City 824, Taiwan (R.O.C.), 824 Kaohsiung, Taiwan
Publish date: 2017-06-15
 
EURASIA J. Math., Sci Tech. Ed 2017;13(6):2387–2404
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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.

eISSN:1305-8223
ISSN:1305-8215