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.
The key teaching points of the five stages of STEM project-based learning, preparation, implementation, presentation, evaluation and correction, can improve students’ creativity.
(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.