Due to the limitation of social economic conditions, the teaching effect of science in rural elementary schools remains unsatisfactory and poorly studied. This research integrates STEM education into rural elementary school science courses to explore whether STEM courses are effective in improving students' knowledge and ability, asking: Are STEM courses better than traditional science courses in improving students' knowledge and abilities? An experimental study of STEM curriculum teaching was conducted in science education at Jiujiang elementary School in Shuangliu County, Chengdu, China. The experimental group receiving STEM classes had increased total score, basic knowledge, and ability expansion compared to the control group receiving traditional classes. This shows that the integration of STEM education into rural elementary school science courses is feasible and effective.
STEM Education, Chinese Elementary Education, Elementary School Science Curriculum, Rural School, Student Scientific Knowledge and Ability
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