Development and application of STEAM curriculum assisted by hybrid teaching mode

ABSTRACT

This study aims to investigate the effectiveness of hybrid teaching in Science-Technology-Engineering-Arts-Mathematics (STEAM) courses from an educational research perspective. The study begins by analyzing the advantages of STEAM education over traditional approaches. Based on this analysis and utilizing the Analysis-Design-Development-Implementation-Evaluation (ADDIE) model, a hybrid teaching mode for STEAM courses is developed. Empirical research and a questionnaire survey are then conducted to compare the hybrid teaching mode with traditional teaching methods. The results indicate that students in the experimental group outperform the control group in terms of learning motivation, satisfaction, post-class study duration, and classroom participation. Furthermore, correlation analysis reveals a significant positive relationship (p < 0.01) among students’ skills, cognition, emotional attitudes, learning outcomes, and hybrid teaching. This study combines STEAM education with blended learning and designs a blended learning model using the ADDIE model, making it a pioneering research in the field of STEAM education.

KEYWORDS:

• Hybrid teaching
• STEAM courses
• ADDIE model
• curriculum development and design
• learning outcomes

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Funding

This work was supported by Guangdong Province Education Science Planning Project (Higher Education Project) [2023GXJK499].

Notes on contributors

Xufeng Huang

Xufeng Huang was born in Shantou, Guangdong, P.R. China, in 1989. He received the doctoral degree from South China Normal University, P.R. China. Now, He works in School of Life Science, Huizhou University, His research interests include science education, STEAM education.