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<p>This study focuses on participating in&#xa0;6E-based STEM activities to enhance primary school students’ creativity, STEM attitudes, and career interests. Conducted in 10&#xa0;weeks with 60 primary school students, evenly divided between 30 girls and 30 boys, representing grades 3, 4, and 5. The study employed a quasi-experimental design. Students in the experimental group took STEM courses using the 6E-based teaching model, while the control group only used traditional teaching methods. We collected quantitative data using instruments at the beginning and end of the event. Semi-structured interviews were implemented to collect qualitative data which was assessed with content analysis at the end of the programme to complement the quantitative findings and gain insights into students’ views on STEM activities. The<i> t</i>-test showed that 6E-based STEM activities significantly increased the experimental group’s creativity, STEM attitudes, and career interests. Qualitative findings showed that the 6E teaching model could stimulate students’ creativity and make STEM activities more meaningful so that students are willing to join them. The 6E-based teaching model is beneficial to students’ learning in STEM classrooms, and in the&#xa0;future, it can also be applied in the teaching of other disciplines.</p>

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Effects of 6E-Based STEM Activities in Increasing Primary School Students’ Creativity: STEM Attitude and Career Interest in China

  • 期刊论文

  • 发表日期：

    2025年6月9日

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  • Feiyue Wang,
  • Mengwei Wang,
  • Qishuai Li,
  • Shoubao Gao

摘要

This study focuses on participating in 6E-based STEM activities to enhance primary school students’ creativity, STEM attitudes, and career interests. Conducted in 10 weeks with 60 primary school students, evenly divided between 30 girls and 30 boys, representing grades 3, 4, and 5. The study employed a quasi-experimental design. Students in the experimental group took STEM courses using the 6E-based teaching model, while the control group only used traditional teaching methods. We collected quantitative data using instruments at the beginning and end of the event. Semi-structured interviews were implemented to collect qualitative data which was assessed with content analysis at the end of the programme to complement the quantitative findings and gain insights into students’ views on STEM activities. The t-test showed that 6E-based STEM activities significantly increased the experimental group’s creativity, STEM attitudes, and career interests. Qualitative findings showed that the 6E teaching model could stimulate students’ creativity and make STEM activities more meaningful so that students are willing to join them. The 6E-based teaching model is beneficial to students’ learning in STEM classrooms, and in the future, it can also be applied in the teaching of other disciplines.