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Sustainability
Volume 14
Issue 2
10.3390/su14020679
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Project Report

Evaluation of Disabled STEAM -Students’ Education Learning Outcomes and Creativity under the UN Sustainable Development Goal: Project-Based Learning Oriented STEAM Curriculum with Micro:bit

by
Shih-Yun Lu
1,
Chu-Lung Wu
2,* and
You-Ming Huang
3
1
Department of Fine Arts, National Taichung University of Education, Taichung City 403454, Taiwan
2
Department of Special Education, National Taichung University of Education, Taichung City 403454, Taiwan
3
Department of Digital Content and Technology, National Taichung University of Education, Taichung City 403454, Taiwan
*
Author to whom correspondence should be addressed.
Academic Editors: Tzu-Hua Wang, Yang Teck Kenneth LIM and Jari Lavonen
Sustainability 2022, 14(2), 679; https://doi.org/10.3390/su14020679
Received: 24 November 2021 / Revised: 1 January 2022 / Accepted: 2 January 2022 / Published: 8 January 2022
(This article belongs to the Special Issue Aspirations within Interdisciplinary STEM/STEAM Education under the Education for Sustainable Development (ESD))
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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. View Full-Text
Keywords: STEAM education; project-based learning; creativity; students with learning disabilities; sustainable development goal STEAM education; project-based learning; creativity; students with learning disabilities; sustainable development goal
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MDPI and ACS Style

Lu, S.-Y.; Wu, C.-L.; Huang, Y.-M. Evaluation of Disabled STEAM -Students’ Education Learning Outcomes and Creativity under the UN Sustainable Development Goal: Project-Based Learning Oriented STEAM Curriculum with Micro:bit. Sustainability 2022, 14, 679. https://doi.org/10.3390/su14020679

AMA Style

Lu S-Y, Wu C-L, Huang Y-M. Evaluation of Disabled STEAM -Students’ Education Learning Outcomes and Creativity under the UN Sustainable Development Goal: Project-Based Learning Oriented STEAM Curriculum with Micro:bit. Sustainability. 2022; 14(2):679. https://doi.org/10.3390/su14020679

Chicago/Turabian Style

Lu, Shih-Yun, Chu-Lung Wu, and You-Ming Huang. 2022. "Evaluation of Disabled STEAM -Students’ Education Learning Outcomes and Creativity under the UN Sustainable Development Goal: Project-Based Learning Oriented STEAM Curriculum with Micro:bit" Sustainability 14, no. 2: 679. https://doi.org/10.3390/su14020679

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