Abstract
Integrated learning of STEM (science, technology, engineering, and mathematics) has become a challenge in the field of technical education. To understand the effect of STEM learning, in this study, we first identified the components of STEM in relation to bag design, then asked students to learn STEM knowledge as they designed bags. In this context, we explored how learners’ creative self-efficacy (CSE) related to two types of epistemic curiosity (EC) (i.e., interest type and deprivation type) and reflected the STEM knowledge they acquired and their creative performance (i.e., novelty, utility, and aesthetics). The data were subjected to confirmatory factor analysis with structural equation modeling. The results revealed that CSE was positively related to two types of EC, and knowledge acquired was positively related to creative performance. The indirect correlates between CSE and knowledge acquired, EC and creative performance, and CSE and creative performance were positively mediated by other constructs. The implication of this research is that integrating STEM into the study of fashion design can improve students’ creative performance.
Highlights
The subjects of science, technology, engineering, and mathematics, known integratively as STEM, have been essential to preparing the American workforce for future roles (Aladé et al, 2016; Langdon et al, 2011; Worsham, Clevenger, & Whealan-George, 2016)
The results revealed that creative self-efficacy (CSE) was positively related to two types of epistemic curiosity (EC), and knowledge acquired was positively related to creative performance
This study found that STEM knowledge learning plays a key role in creative performance in the domain of fashion design
Summary
The subjects of science, technology, engineering, and mathematics, known integratively as STEM, have been essential to preparing the American workforce for future roles (Aladé et al, 2016; Langdon et al, 2011; Worsham, Clevenger, & Whealan-George, 2016). STEM courses are often viewed as difficult and are sometimes unrelated to reality due to the traditional separations into the four disciplines that were erected with the initiation of STEM education. To learn STEM integratively, students need to be involved in hands-on STEM activities to make the connection between the four areas of domain knowledge (Bybee, 2010; León, Núñez, & Liew, 2015). Wai, Lubinski, and Benbow (2009) emphasized the importance of spatial capabilities in STEM knowledge development, Harrison and Parks (2017) integrated STEM knowledge into the writing curriculum, Miller and Roehrig (2018) developed STEM courses based on aboriginal culture, while Hall and Miro (2016) helped students to construct STEM knowledge in a topic-oriented learning method The development of STEM courses has been quite diverse over the past more than 10 years, such as Fan and Yu (2017) and Sullivan and Bers (2016), which use robots as the basis for the development of STEM courses, while Ward, Clarke, and Horton (2014) taught STEM knowledge on the theme of plants. Zollman (2012) develops STEM literacy courses to enhance learners’ recognition of STEM knowledge. Wai, Lubinski, and Benbow (2009) emphasized the importance of spatial capabilities in STEM knowledge development, Harrison and Parks (2017) integrated STEM knowledge into the writing curriculum, Miller and Roehrig (2018) developed STEM courses based on aboriginal culture, while Hall and Miro (2016) helped students to construct STEM knowledge in a topic-oriented learning method
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