Abstract
The World Economic Forum has proposed a vision of Education 4.0 in 2022, pointing out that innovative pedagogies and emerging technologies should be applied to place students at the center of learning and develop their ability to solve real-world problems. This study implemented STEAM project-based learning (PBL) combined with emerging technologies in Taiwanese elementary schools, hoping to improve students’ 21st century skills (communication, collaboration, and problem solving). Seven experimental schools with 343 students from grades 4-6 participated in this study. Each school had an experimental group and a comparison group. There were 173 students in the experimental group and 170 students in the comparison group. The experimental group received STEAM PBL combined with emerging technologies, and the comparison group received traditional pedagogy. Both groups completed pre- and post-test questionnaires on communication, collaboration, and problem solving. Considering the differences in pedagogical background between the seven schools, this study applied meta-analysis to calculate the overall effect size to obtain more accurate results. The results found that the experimental group was more effective than the comparison group in improving students’ communication, collaboration, and problem solving, all of which achieved medium effect sizes. It shows that STEAM PBL combined with emerging technologies can effectively increase students’ 21st century skills, which is of great help to their future learning performance and career development.
Author Information
Ya-Ting Yang, National Cheng Kung University, Taiwan
Chih-Chan Cheng, National Cheng Kung University, Taiwan
Paper Information
Conference: ACEID2023
Stream: Interdisciplinary
This paper is part of the ACEID2023 Conference Proceedings (View)
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To cite this article:
Yang Y., & Cheng C. (2023) The Effectiveness of Interdisciplinary Learning on 21st Century Skills for Taiwanese Elementary School Students ISSN: 2189-101X – The Asian Conference on Education & International Development 2023 Official Conference Proceedings (pp. 409-415) https://doi.org/10.22492/issn.2189-101X.2023.32
To link to this article: https://doi.org/10.22492/issn.2189-101X.2023.32
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