Research On STEAM Instructional Design In Junior Middle School Based On GPBL Model

Under the background of the era of science and technology,in order to meet the urgent needs of the national development strategy for cultivating higher-order ability talent,STEAM education advocates for students to comprehensively apply interdisciplinary knowledge in science,technology,engineering,art and mathematics to solve practical problems in real-life contexts.Research related to STEAM education that suits China’s national conditions is becoming increasingly profound,but there is still a lack of unified guidance in terms of practical teaching design.Therefore,it has become both a research hotspot and an urgent problem to design and develop STEAM teaching designs based on the reality of China,using school curriculum as the foundation,that meet the requirements of talent development in the current era and possess certain universal value and promotional significance.In view of the problems and practical difficulties existing in STEAM education and teaching in primary and middle schools in China,the infusion of growing problem-based learning(GPBL)into STEAM education provides strong support for solving complex problems in real-life contexts.Besides,it provides a more feasible practical pathway for STEAM education,contributing to the development of students’ higher-order ability.This research primarily includes the following aspects: firstly,by elucidating and summarizing the concepts of STEAM education and the GPBL model,the current research status of both is reviewed.Secondly,clarify the relationship and compatibility between GPBL model and STEAM education,along with the role of GPBL model in instructional design for STEAM education.The advantages of incorporating GPBL into STEAM teaching are analyzed,laying the foundation for reconstructing the factors framework in this research’s instructional design.Thirdly,by combining and utilizing the frameworks of relevant existing theoretical models,the elements and operational processes of STEAM teaching design based on the GPBL model are organized.The conceptual framework includes four stages: problem focus,design inquiry,display and communication,evaluation and reflection.Fourthly,according to the content of the STEAM instructional design framework based on GPBL model,with junior middle school science curriculum as the carrier,two classes with similar initial proficiency levels are selected as the experimental objects.Different instructional designs are used as variables,gradually implementing the design of STEAM objectives,content,processes,and evaluation,taking into account the problem context,school background,and teaching conditions,and continuously improving the instructional design during the teaching practice.Fifthly,based on the actual teaching situation,the instructional design is implemented in junior middle school science classrooms according to the aforementioned model.The effectiveness of the teaching implementation is validated through various evaluation methods such as questionnaires and interviews.The results show that the experimental class has an overall higher level than the control class,with no significant difference in higher-order ability scores.However,the experimental class exhibits significantly higher scores in analytical ability,collaborative problem-solving ability,and far transfer ability compared to the control class.Therefore,the STEAM instructional design based on GPBL model can effectively promote students’ interdisciplinary knowledge learning,enhance their comprehensive literacy,as well as develop their higher-order ability to solve complex real-life problems.The STEAM instructional design of junior middle school based on GPBL model provides a reference for teachers in primary and secondary schools in China and explores new pathways for the development of wisdom education.