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An Assessment of Junior High School Students’ Knowledge, Creativity, and Hands-On Performance Using PBL via Cognitive–Affective Interaction Model to Achieve STEAM

Author

Listed:
  • Hsien-Sheng Hsiao

    (Department of Technology Application and Human Resource Development, National Taiwan Normal University, Taipei City 106, Taiwan)

  • Jyun-Chen Chen

    (National Academy for Educational Research, New Taipei City 237, Taiwan)

  • Jhen-Han Chen

    (Department of Technology Application and Human Resource Development, National Taiwan Normal University, Taipei City 106, Taiwan)

  • Yu-Ting Zeng

    (Special Education Center, National Taiwan Normal University, Taipei City 106, Taiwan)

  • Guang-Han Chung

    (Department of Technology Application and Human Resource Development, National Taiwan Normal University, Taipei City 106, Taiwan)

Abstract

This study aimed to discover the implications of using different teaching approaches for a hands-on STEAM activity for junior high school students’ STEAM knowledge, creativity, and hands-on performance. The teaching contents used in the study were designed based on the project-based learning (PBL) strategy and the cognitive–affective interaction model (CAIM). The students’ learning outcomes were tested through a hands-on activity with the theme of electric boat creation. PBL with the CAIM was the strategy used to implement the hands-on STEAM activity and to achieve the United Nation’s Sustainable Development Goal 4 (SDG 4). In this study, a quasi-experimental design was used for 10 weeks, and the 366 students who participated in the experiment were divided into experimental groups (EGs, 199 students using PBL with the CAIM) and control groups (CGs, 167 students using PBL only). Through the analysis of covariance, the results showed that students in the EGs achieved higher academic performance in terms of STEAM knowledge, creativity, and hands-on performance. The study also found that the hands-on STEAM activity had a positive effect on creativity for students in the EGs, allowing them to develop different modes of thinking in the processes of designing and producing the finished product, which in turn enhanced the innovativeness of their products and solutions. In addition, using PBL with the CAIM in the hands-on STEAM activity brought about positive learning outcomes and creative abilities for the students, achieving the SDG 4 objectives. Moreover, the outcomes of this study are in line with the current international trend in the development of education, providing reference examples for the future development of STEAM activities and teaching materials at the junior high school level.

Suggested Citation

  • Hsien-Sheng Hsiao & Jyun-Chen Chen & Jhen-Han Chen & Yu-Ting Zeng & Guang-Han Chung, 2022. "An Assessment of Junior High School Students’ Knowledge, Creativity, and Hands-On Performance Using PBL via Cognitive–Affective Interaction Model to Achieve STEAM," Sustainability, MDPI, vol. 14(9), pages 1-19, May.
    • Handle: RePEc:gam:jsusta:v:14:y:2022:i:9:p:5582-:d:809492
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    References listed on IDEAS

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    1. Jin-Ok Kim & Jinsoo Kim, 2018. "Development and Application of Art Based STEAM Education Program Using Educational Robot," International Journal of Mobile and Blended Learning (IJMBL), IGI Global, vol. 10(3), pages 46-57, July.
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    3. Thi Phuoc Lai Nguyen & Thi Huy Nguyen & Thanh Khiet Tran, 2020. "STEM Education in Secondary Schools: Teachers’ Perspective towards Sustainable Development," Sustainability, MDPI, vol. 12(21), pages 1-16, October.
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