Environment centered STEM learning in primary school

Qianwen HE, Wing Mui Winnie SO

Research output: Contribution to conferencePapers

Abstract

In current Science, Technology, Engineering and Mathematics (STEM) education, there are different elements integrate into STEM learning with the focus on specific area. Environment centered STEM learning was proposed to meet the 21st century community challenges, which integrating the environment into STEM disciplines (E-STEM) (Fraser et al., 2013).

With the support from an environmental engineer, this study engaged a group of primary four students from Shanghai into cross disciplinary STEM learning to solving eutrophication problem. These activities were organized in terms of four stages, including solving, tool using, experimenting, and making.

Lesson observations with quantitative survey and qualitative records were conducted to study students’ learning in the STEM design in the aspects of STEM content, Students’ cognitive engagement, Classroom culture.

Although students performed differently based on the type of activities, students had high level engagement on each aspect (M≥ 4.00). The qualitative data was to support the quantitative results and to provide us with more insights into students’ behaviors and performances.

This research provides a practical example of STEM teaching design with considerations of how the STEM professional, an environmental engineer in this study, solving a real-life authentic problem, and exploring the effect on students’ learning. Copyright © 2021 HKERA-APERA International Conference.
Original languageEnglish
Publication statusPublished - Dec 2021

Citation

He, Q., & So, W. W. M. (2021, December). Environment centered STEM learning in primary school. Paper presented at The HKERA-APERA International Conference 2021, Hong Kong, China.

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