![]() ![]() However, much formal education has traditionally been premised on the division of knowledge into discrete subject areas. Complex Problem Solving (CPS) is deemed to be a key cross-curricular skill of the 21st century ( Herde et al., 2016). These effects were not gender-specific and demonstrate the potential applicability of a STEAM/Maker integrated approach to curriculum design in other settings.Īs the information age gives way to the comprehensive age ( Cai, 2011), learners are increasingly required to synthesize large amounts of information and employ interdisciplinary knowledge to solve complex real-world problems ( Nadelson and Seifert, 2017). ![]() The findings indicated that the integrated design of the course promoted pupils' learning motivation, self-efficacy, and acquisition of interdisciplinary knowledge. A total of 164 third-grade pupils participated in the research, with responses analyzed using descriptive statistical methods. The course design also utilized engineering design as a meta-thematic framework. This research presents a novel elementary school course informed by the interdisciplinary principles of STEAM, integrated with Maker's focus on technology and creativity. On the other hand, Maker education harnesses society's enthusiasm for technological innovation and creativity but overlooks the scientific principles that underpin these processes. STEAM education aims to cultivate students' ability to solve such problems through interdisciplinary thinking but is often represented by courses that are merely disjointed arrays of school subjects. School of Educational Information Technology, Faculty of Artificial Intelligence in Education, Central China Normal University, Wuhan, ChinaĬontemporary society expects learners to synthesize large amounts of available information and take advantage of interdisciplinary knowledge to tackle complex, real-world issues.Yangyang Jia, Bing Zhou and Xudong Zheng * ![]()
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