The Impact of Art College Students’ Innovation Learning Ability Under STEAM Education
Abstract
STEAM education, as an education model to train future comprehensive talents, not only challenges the traditional education, but also puts forward on the new requirements for students’ learning ability. As it empowers people to create and solve issues in their daily lives, the integration of Science, Technology, Engineering, Arts, and Mathematics (STEAM) education has a significant influence on generating creative students. Problem-solving ability, innovation ability, cooperation ability and autonomous learning ability are the popular student’s learning ability to discussed emphatically by educators. Among these abilities, innovation ability is the most topical, and it is more in line with the development of society. Under the theory of Self-efficacy, Learning Engagement, and Creative Performance, this study aims to investigate the impacted elements of the art college students’ innovation learning ability under STEAM education system; and to analyze the art college students’ perspectives of innovation learning ability under STEAM education system at a university in China. It adopts interview method with 6 samples at Shenyang Normal University in Liaoning Province, China. Through the systematic study of STEAM education concept, the findings indicated that creative self-efficacy, learning engagement and creative performance are the related elements with innovation learning ability. The more cognitive, emotional, and behavioral inputs students get and the more demanding efforts they put into creative activities, the greater the influence on students’ creative performance. In addition, the art college students’ perspectives of innovation learning ability under STEAM education system are positive.
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References
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