Research On Student' Learning Engagement In STEAM Teaching Based On Design-based Learning

With the continuous development of multiple educational concepts and curriculum integration,the interdisciplinary STEAM teaching concept has also attracted the attention of educational researchers.In recent years,under the background of the development of information technology,the teaching theory of interdisciplinary integration has been fully developed and applied in practice.Through literature research,I found that most of the domestic research in the field of STEAM education focuses on theory,model construction,and innovative applications.There is still a lack of exploration and research on the impact of learner learning characteristics in the STEAM teaching process,such as learning interest,learning Input,academic self-efficacy,etc.Second,how to make learners give full play to the main role through appropriate teaching methods and design,actively participate in and invest in teaching activities,and promote effective learning is still a difficult problem in STEAM teaching design practice.Designed learning emphasizes the design experience process of iterative loop,which can more effectively promote the learner's experience learning,and encourage learners to actively participate and invest.It is consistent with the development of STEAM education concept.Designed learning can be applied as STEAM teaching practice a way to integrate the STEAM teaching model of design learning.Based on this,the author has determined the research direction,that is,to explore the learning input of learners in the application of STEAM teaching model of design learning.In this experiment,the undergraduate students of the Yunnan University elective course "APP Design and Development" was taken as an example,and the practical application was conducted for half a semester.This research not only provides new ideas for the innovative and integrated development of STEAM education models,but also provides references and references for the in-depth integration of STEAM education and courses.The most important thing is to increase the content of research on the influence of learners' learning characteristics in the STEAM teaching process to a certain extent,it enriches the content of STEAM educational research.This teaching practice has carried out two rounds of exploration experiments.The research process is mainly to integrate the STEAM teaching concept with design learning,to build a STEAM teaching model of design learning,and to analyze the specific learning situation of learners through the practical application of the model.Including analysis of learner's classroom learning input,influencing factors of learner's learning input,meaningful learning,completion of works,and finally verify the effectiveness of teaching.Based on the data analysis and summary of this study,the following conclusions are drawn:1.Students' learning behavior,cognition and emotional input in STEAM teaching of design learning have been improved.The average value of the post-test average of the students' learning input of the two rounds of teaching practice in the experimental class is higher than that of the pre-test(3.6534> 3.9237;4.1181> 4.5086),and there is a significant difference(P <0.05).2.The rapid cluster analysis of the students' learning engagement level in the experimental class(STEAM teaching based on Design-based Learning)and the control class(traditional teaching: teacher's teaching + student's practice)shows that the experimental class is the largest in the middle and high input level,the control class is the largest in the middle input level,and the average value of the experimental class in each learning input and each category Both are larger than the control class,that is to say,the experimental class students' learning input changes more deeply and effectively than the control class.3.STEAM teaching of design learning not only enhances students 'learning input,but also promotes the occurrence of meaningful learning for students,and the students' achievements are also relatively improved.4.In the STEAM teaching process of design learning,students' self-efficacy(22.8%),teacher-peer relationship(49.4%),teaching management(26.2%),seating arrangement(35.1%),teaching activity design(44.6%)There is a significant positive correlation with students 'emotional input in learning,which is the main influencing factor of students' emotional input.The more important factors are the relationship between teachers and peers,teaching activity design;technical acceptance(27.7%),teaching activity design(34.6%)There is a significant positive correlation between students' cognitive input,and the design of teaching activities is the most important;the teaching resource platform(54%),teaching management(28.7%),the selection of teaching content(32%)are significantly positively related to student behaviors.Relevant,teaching resource platform is the most important factor;the explanation rate of these factors to learners' behavioral input,cognitive input,and emotional input is 33%,28%,68%.Therefore,in the process of teaching design and implementation,various influencing factors should be considered to optimize teaching design and improve teaching effect.