A Study of Influences of Aesthetic Literacy Degrees and English STEAM Curriculum on Computational Thinking and English Learning

• Main Authors: Chen, Pei-Hsuan, 陳佩萱
• Other Authors: 黃思華
• Format: Others
• Language: zh-TW
• Published: 2017
• Online Access: http://ndltd.ncl.edu.tw/handle/7rsjjf

碩士 === 臺北市立大學 === 教育學系 === 105 === 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. Quasi-experimental method was used in this study. The participants were two 5th grade classes, which were divided into experimental group A (higher degree of aesthetic literacy class), and experimental group B (lower degree of aesthetic literacy class) by the “Questionnaire of Aesthetic Literacy”. Both groups received the same instruction based on English STEAM PBL curriculum. After six class periods, we compared with two groups students’ learning influences. The results showed that different degrees of aesthetic literacy have significant differences in the performance of computational thinking ability, STEAM attitude and English learning achievement. From this, aesthetic literacy has a positive impact for computational thinking, STEAM attitude and English learning achievement.