{"title":"利用6E模式开展跨学科的动手学习活动，提高学生的STEM知识、学习动机和创造力","authors":"Jyun-Chen Chen, Chia-Yu Liu","doi":"10.1111/jcal.70031","DOIUrl":null,"url":null,"abstract":"<div>\n \n \n <section>\n \n <h3> Background</h3>\n \n <p>Based on the embodied cognition perspective, interdisciplinary hands-on learning combines several disciplines, such as science, technology, engineering and mathematics (STEM), to improve students' capacity to solve real-world problems. Despite the popularity of interdisciplinary hands-on learning, particularly the six-phase 6E model, more studies that include longer instructional durations, rigorous study designs and participants who understand the basic STEM knowledge and skills are required to validate this type of learning's effects on student performance.</p>\n </section>\n \n <section>\n \n <h3> Objectives</h3>\n \n <p>This study developed an interdisciplinary hands-on robotics activity using a non-equivalent pretest–posttest control group design and examined its effects on high school students' learning performance.</p>\n </section>\n \n <section>\n \n <h3> Methods</h3>\n \n <p>We developed 20 classes (1000 min) for a hands-on robotics activity for 80 high school students. The experimental group (EG) (<i>n</i> = 54) received the complete 6E model phases, whereas the control group (CG) (<i>n</i> = 54) received the less complete 6E model phases. All students were taught to build a robotic hand through hands-on practice before completing a robot-controlling task that involved human-computer interaction and used image recognition techniques from artificial intelligence.</p>\n </section>\n \n <section>\n \n <h3> Results and Conclusions</h3>\n \n <p>The findings demonstrate that all high school students' STEM knowledge, learning motivation and creativity increased after the course. Remarkably, only if the high school students' pretest scores on STEM knowledge and learning motivation tests were lower in EG did they outperform the CG on these posttests. This finding highlights the importance of offering support to students who lack prior knowledge. The experimental group demonstrated greater creativity than did the control group. The implications of incorporating interdisciplinary hands-on learning into the 6E model's specific phases were discussed.</p>\n </section>\n </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"41 3","pages":""},"PeriodicalIF":5.1000,"publicationDate":"2025-05-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Developing an Interdisciplinary Hands-On Learning Activity With the 6E Model to Improve Students' STEM Knowledge, Learning Motivation and Creativity\",\"authors\":\"Jyun-Chen Chen, Chia-Yu Liu\",\"doi\":\"10.1111/jcal.70031\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div>\\n \\n \\n <section>\\n \\n <h3> Background</h3>\\n \\n <p>Based on the embodied cognition perspective, interdisciplinary hands-on learning combines several disciplines, such as science, technology, engineering and mathematics (STEM), to improve students' capacity to solve real-world problems. Despite the popularity of interdisciplinary hands-on learning, particularly the six-phase 6E model, more studies that include longer instructional durations, rigorous study designs and participants who understand the basic STEM knowledge and skills are required to validate this type of learning's effects on student performance.</p>\\n </section>\\n \\n <section>\\n \\n <h3> Objectives</h3>\\n \\n <p>This study developed an interdisciplinary hands-on robotics activity using a non-equivalent pretest–posttest control group design and examined its effects on high school students' learning performance.</p>\\n </section>\\n \\n <section>\\n \\n <h3> Methods</h3>\\n \\n <p>We developed 20 classes (1000 min) for a hands-on robotics activity for 80 high school students. The experimental group (EG) (<i>n</i> = 54) received the complete 6E model phases, whereas the control group (CG) (<i>n</i> = 54) received the less complete 6E model phases. All students were taught to build a robotic hand through hands-on practice before completing a robot-controlling task that involved human-computer interaction and used image recognition techniques from artificial intelligence.</p>\\n </section>\\n \\n <section>\\n \\n <h3> Results and Conclusions</h3>\\n \\n <p>The findings demonstrate that all high school students' STEM knowledge, learning motivation and creativity increased after the course. Remarkably, only if the high school students' pretest scores on STEM knowledge and learning motivation tests were lower in EG did they outperform the CG on these posttests. This finding highlights the importance of offering support to students who lack prior knowledge. The experimental group demonstrated greater creativity than did the control group. The implications of incorporating interdisciplinary hands-on learning into the 6E model's specific phases were discussed.</p>\\n </section>\\n </div>\",\"PeriodicalId\":48071,\"journal\":{\"name\":\"Journal of Computer Assisted Learning\",\"volume\":\"41 3\",\"pages\":\"\"},\"PeriodicalIF\":5.1000,\"publicationDate\":\"2025-05-05\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of Computer Assisted Learning\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://onlinelibrary.wiley.com/doi/10.1111/jcal.70031\",\"RegionNum\":2,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Computer Assisted Learning","FirstCategoryId":"95","ListUrlMain":"https://onlinelibrary.wiley.com/doi/10.1111/jcal.70031","RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Developing an Interdisciplinary Hands-On Learning Activity With the 6E Model to Improve Students' STEM Knowledge, Learning Motivation and Creativity
Background
Based on the embodied cognition perspective, interdisciplinary hands-on learning combines several disciplines, such as science, technology, engineering and mathematics (STEM), to improve students' capacity to solve real-world problems. Despite the popularity of interdisciplinary hands-on learning, particularly the six-phase 6E model, more studies that include longer instructional durations, rigorous study designs and participants who understand the basic STEM knowledge and skills are required to validate this type of learning's effects on student performance.
Objectives
This study developed an interdisciplinary hands-on robotics activity using a non-equivalent pretest–posttest control group design and examined its effects on high school students' learning performance.
Methods
We developed 20 classes (1000 min) for a hands-on robotics activity for 80 high school students. The experimental group (EG) (n = 54) received the complete 6E model phases, whereas the control group (CG) (n = 54) received the less complete 6E model phases. All students were taught to build a robotic hand through hands-on practice before completing a robot-controlling task that involved human-computer interaction and used image recognition techniques from artificial intelligence.
Results and Conclusions
The findings demonstrate that all high school students' STEM knowledge, learning motivation and creativity increased after the course. Remarkably, only if the high school students' pretest scores on STEM knowledge and learning motivation tests were lower in EG did they outperform the CG on these posttests. This finding highlights the importance of offering support to students who lack prior knowledge. The experimental group demonstrated greater creativity than did the control group. The implications of incorporating interdisciplinary hands-on learning into the 6E model's specific phases were discussed.
期刊介绍：
The Journal of Computer Assisted Learning is an international peer-reviewed journal which covers the whole range of uses of information and communication technology to support learning and knowledge exchange. It aims to provide a medium for communication among researchers as well as a channel linking researchers, practitioners, and policy makers. JCAL is also a rich source of material for master and PhD students in areas such as educational psychology, the learning sciences, instructional technology, instructional design, collaborative learning, intelligent learning systems, learning analytics, open, distance and networked learning, and educational evaluation and assessment. This is the case for formal (e.g., schools), non-formal (e.g., workplace learning) and informal learning (e.g., museums and libraries) situations and environments. Volumes often include one Special Issue which these provides readers with a broad and in-depth perspective on a specific topic. First published in 1985, JCAL continues to have the aim of making the outcomes of contemporary research and experience accessible. During this period there have been major technological advances offering new opportunities and approaches in the use of a wide range of technologies to support learning and knowledge transfer more generally. There is currently much emphasis on the use of network functionality and the challenges its appropriate uses pose to teachers/tutors working with students locally and at a distance. JCAL welcomes: -Empirical reports, single studies or programmatic series of studies on the use of computers and information technologies in learning and assessment -Critical and original meta-reviews of literature on the use of computers for learning -Empirical studies on the design and development of innovative technology-based systems for learning -Conceptual articles on issues relating to the Aims and Scope
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