Abstract
This research aims to discuss the impact of the STEAM curriculum on students with learning disabilities and their learning outcomes and creativity. Teaching for creative thinking is the strategy to deliver a STEAM-structured curriculum and to reach the SDG4 targets. The content is designed in line with project-based learning (PBL), while the micro:bit and paper cutting are used as materials to support it. Methods and Procedures: The single-case research approach (A-B-M) was applied to study three students with special educational needs in primary school. The entire curriculum takes up to 10 weeks with 12 STEAM lessons with activities. The independent variable was the PBL-oriented STEAM curriculum, and the dependent variables were the learning outcomes and TTCT results of pre-tests and post-tests for creativity. There were immediate learning outcomes and retention effects found on the three participants. This paper addresses that the STEAM curriculum had a positive impact on their creativity, which gives affirmative feedback on the curriculum. Conclusion: This PBL-oriented STEAM curriculum under the SDG4 targets gave students with disabilities creativity competency and positive learning outcomes in these case studies. These teaching materials enable teachers to deliver the STEAM curriculum to students with learning disabilities.
Highlights
Sustainable Development Goal 4 (SDG 4) is the education goal
This study focused on students with special educational needs; project-based learning (PBL)
This research aim at discussing whether the PBL-oriented STEAM curriculum could positively affect the learning outcomes and creativity of students with learning disabilities
Summary
Sustainable Development Goal 4 (SDG 4) is the education goal. It aims to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all. Target 4.4: by 2030, especially in skills acquisition, beyond work-specific skills, emphasis must be placed on developing high-level cognitive and non-cognitive/transferable skills, such as problem-solving, critical thinking, creativity, teamwork, communication skills, and conflict resolution, which can be used across a range of occupational fields. Target 4.5: by 2030, eliminate discrimination and ensure equal access to all levels of education and vocational training for the vulnerable, including persons with disabilities, especially those in vulnerable situations or other statuses; they should have access to inclusive, equitable quality education and lifelong learning opportunities.
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