Pei-Hsuan Chen｜Taipei Municipal Yong-An Elementary School
Tzu-Hua Huang*｜Associate Professor, Department of Education, University of Taipei｜anteater1029@gmail.com
*Corresponding author
▌Abstract
This study aims to investigate the influences of different aesthetic literacy degrees on computational thinking, STEAM attitude, and English learning achievement in English STEAM Project-Based Learning (PBL) curriculum with 6E teaching model. Student-centered 6E teaching model, which integrated with elements of STEM, was used as a teaching model in the STEAM curriculum. The quasi-experimental method was used in this study. The participants were two 5th grade classes from Taipei City, which were divided into experimental group A (higher degree of aesthetic literacy class, N=21), and experimental group B (lower degree of aesthetic literacy class, N=21) by the “Questionnaire of Aesthetic Literacy.” Both groups received the same instruction based on English STEAM PBL curriculum. We compared with two groups of students’ learning achievement and art creation. The results showed that different degrees of aesthetic literacy have significant differences in the performance of computational thinking ability and English learning achievement. The overall performances of the artistic creation of the high aesthetic literacy group is significantly better than the low aesthetic literacy group. From this, aesthetic literacy has a positive impact on computational thinking and English learning achievement.
Keywords: STEAM, STEAM Curriculum, Aesthetic Literacy, English Learning Achievement, Computational Thinking