A Survey and Study on Interdisciplinary Learning Attitudes of Primary School Students under the STEM Education Concept

DOI: https://doi.org/10.62517/jhve.202416325

Author(s)

Xiaoyan Zhou*, Xiaoyu Lin

Affiliation(s)

School of Physics Science and Technology, Lingnan Normal University, Zhanjiang, Guangdong, China *Corresponding Author.

Abstract

This study draws on the Interdisciplinary Learning Attitudes Scale developed by Eric Wiebe's team, which includes math, science, engineering and 21st Century skills. Based on 714 primary school students from grade 4 to Grade 6, the research results show that students who have had interdisciplinary learning experience are more interested in interdisciplinary learning, and the overall attitude of primary school students toward interdisciplinary learning tends to be positive. The study also found that elementary school students were less likely to pursue STEM-related careers in the future, while boys were more likely to pursue STEM careers than girls were. At the same time, there is no significant difference in the overall interdisciplinary learning attitude of primary school students in gender, but there is a significant difference in the learning attitude of mathematics and engineering technology. In terms of overall interdisciplinary learning attitude, the interdisciplinary learning attitude of the third grade is more positive than that of the sixth grade.

Keywords

STEM Education; Interdisciplinary; Learning Attitude; Interdisciplinary Learning Attitude; Questionnaire Survey

References

[1]Dong Yan, Xia Liangliang, Wang Lianghui. Interdisciplinary Learning in the context of new curriculum standards: Connotation, setting logic, practice principle and foundation [J]. Modern Educational Technology, 2019,33(02):24-32. [2]Compulsory Education Primary School Science Curriculum Standards [M]. Beijing Normal University Press, Ministry of Education of the People's Republic of China,2022. [3]Xinhua News Agency.Xi Jinping Presided over the third collective study session of the Political Bureau of the CPC Central Committee and delivered an important speech[OL]. [4]Ministry of Education, etc. Opinions of 18 departments including the Ministry of Education on Strengthening science education in primary and secondary schools in the New era [OL]. [5]Song Yi, Liu Xiaoyu. A study on STEM learning attitude and teaching Efficacy: Based on a survey of 4 primary schools in Nanjing [J]. Journal of Chengdu Normal University, 2020, 36 (03): 55-64. [6]Zhang Yanjun, PEI Wenjie, Wu Liwen. A study on the influence of gender, grade and favorite teacher on students' STEM learning attitudes: Based on a survey of six middle schools in Zhejiang Province [J]. Open Education Research, 2020, 26 (06): 100-109. [7]Price,J. The Effect of Instructor Race and Gender on Student Persistence in STEM Fields[J]. Economics of Education Review,2010,29(6):901 -910. [8]UNFRIED A，FABER M ，STANHOPEDS,et al, The development and validation of a measure of student attitudes toward science, technology, engineering, and math (S-STEM)[J]. Journal of psychoeducational assessment,2015,33(7):622-639. [9]Wigfield A, Eccles J S. Expectancy-value theory of achievement motivation[J].Contemporary educational psychology,2000,25(1):68-81 [10]Luo Ronghua. A Comparative analysis of Middle school students' STEM learning attitudes [D]. Zhejiang Normal University,2022. [11]Yang Kaicheng, Chen Jie. On Education as an engineering practice [J]. Modern Distance Education Research, 2019,32(06):3-8.