Abstract
This study examined the differences in critical thinking levels among students with different levels of academic engagement in STEAM courses. In this study, 30 college students were selected as subjects. Before experimenting, they received the academic engagement test and were divided into high, medium, and low groups based on their performance. Then, each group received three STEAM sessions and was asked to complete a topic discussion task. The results show that there are significant differences in the critical thinking level of students with different levels of academic engagement. Specifically, the students with a medium level of academic engagement had the highest critical thinking. Research has shown that the level of academic engagement affects the critical thinking of students in STEAM courses.
Highlights
Critical thinking is one of the twenty-first skills centuries for contemporary college students, ranking as the most sought-after higher-order thinking skills, along with creativity, collaboration, and problem-solving (Lai and Viering, 2012; Vasilyev et al, 2015; Podolsky and Pogozhina, 2017)
In the STEAM course, students can focus on the specific problems rather than being confined to a single subject boundary, and they can practice their thinking from different perspectives and develop cross-border communication in the context of diversified development (Yakman, 2008; Corbo et al, 2014; Hwang, 2017; Hatlevik, 2018)
– The students did experiments related to the STEAM event
Summary
Critical thinking is one of the twenty-first skills centuries for contemporary college students, ranking as the most sought-after higher-order thinking skills, along with creativity, collaboration, and problem-solving (Lai and Viering, 2012; Vasilyev et al, 2015; Podolsky and Pogozhina, 2017). Critical thinking is defined as purposeful, self-calibrated judgment. This kind of judgment manifests itself in interpretation, analysis, evaluation, inference, and the explanation of the evidence, concept, method, standard, or context on which the judgment depends (Nair and Lynnette Leeseberg, 2013). In the STEAM course, students can focus on the specific problems rather than being confined to a single subject boundary, and they can practice their thinking from different perspectives and develop cross-border communication in the context of diversified development (Yakman, 2008; Corbo et al, 2014; Hwang, 2017; Hatlevik, 2018).
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