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Teaching STEAM in the shaolin staff program: ways to stimulate student engagement in learning

With the advancement of technology and change in education concepts, applying STEAM pedagogy to physical education has become an innovative trend. This study investigates whether physics analysis based on STEAM concepts can increase junior high students’ participation in learning Shaolin Staff. Fort...

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Autores principales: Chen, Haidong, Rao, Feixue, Chen, Ran, Lin, Zhaowei
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Frontiers Media S.A. 2023
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10639146/
https://www.ncbi.nlm.nih.gov/pubmed/37954173
http://dx.doi.org/10.3389/fpsyg.2023.1264985
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author Chen, Haidong
Rao, Feixue
Chen, Ran
Lin, Zhaowei
author_facet Chen, Haidong
Rao, Feixue
Chen, Ran
Lin, Zhaowei
author_sort Chen, Haidong
collection PubMed
description With the advancement of technology and change in education concepts, applying STEAM pedagogy to physical education has become an innovative trend. This study investigates whether physics analysis based on STEAM concepts can increase junior high students’ participation in learning Shaolin Staff. Forty students were randomly assigned to experimental and control groups. The mean and standard deviation of age in the experimental group was 13.95 ± 0.83, and in the control group was 13.85 ± 0.81. The experimental group received STEAM teaching involving physics analysis, while the control group received conventional movement instruction. Student learning engagement was evaluated through questionnaires. Results are expected to show the experimental group being more engaged in learning. Introducing physics analysis may deepen understanding of related principles to movements. The study’s results found that the scores of motivation, attention, and intention to learn independently were significantly higher in the experimental group than in the control group (p < 0.01). The scores of interfering emotions were significantly lower in the experimental group than in the control group (p < 0.01), which verified that the STEAM teaching method could effectively improve learning engagement. This study promotes STEAM education in martial arts and provides insights on utilizing STEAM to boost student engagement.
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spelling pubmed-106391462023-11-11 Teaching STEAM in the shaolin staff program: ways to stimulate student engagement in learning Chen, Haidong Rao, Feixue Chen, Ran Lin, Zhaowei Front Psychol Psychology With the advancement of technology and change in education concepts, applying STEAM pedagogy to physical education has become an innovative trend. This study investigates whether physics analysis based on STEAM concepts can increase junior high students’ participation in learning Shaolin Staff. Forty students were randomly assigned to experimental and control groups. The mean and standard deviation of age in the experimental group was 13.95 ± 0.83, and in the control group was 13.85 ± 0.81. The experimental group received STEAM teaching involving physics analysis, while the control group received conventional movement instruction. Student learning engagement was evaluated through questionnaires. Results are expected to show the experimental group being more engaged in learning. Introducing physics analysis may deepen understanding of related principles to movements. The study’s results found that the scores of motivation, attention, and intention to learn independently were significantly higher in the experimental group than in the control group (p < 0.01). The scores of interfering emotions were significantly lower in the experimental group than in the control group (p < 0.01), which verified that the STEAM teaching method could effectively improve learning engagement. This study promotes STEAM education in martial arts and provides insights on utilizing STEAM to boost student engagement. Frontiers Media S.A. 2023-10-26 /pmc/articles/PMC10639146/ /pubmed/37954173 http://dx.doi.org/10.3389/fpsyg.2023.1264985 Text en Copyright © 2023 Chen, Rao, Chen and Lin. https://creativecommons.org/licenses/by/4.0/This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
spellingShingle Psychology
Chen, Haidong
Rao, Feixue
Chen, Ran
Lin, Zhaowei
Teaching STEAM in the shaolin staff program: ways to stimulate student engagement in learning
title Teaching STEAM in the shaolin staff program: ways to stimulate student engagement in learning
title_full Teaching STEAM in the shaolin staff program: ways to stimulate student engagement in learning
title_fullStr Teaching STEAM in the shaolin staff program: ways to stimulate student engagement in learning
title_full_unstemmed Teaching STEAM in the shaolin staff program: ways to stimulate student engagement in learning
title_short Teaching STEAM in the shaolin staff program: ways to stimulate student engagement in learning
title_sort teaching steam in the shaolin staff program: ways to stimulate student engagement in learning
topic Psychology
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10639146/
https://www.ncbi.nlm.nih.gov/pubmed/37954173
http://dx.doi.org/10.3389/fpsyg.2023.1264985
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