Teacher Suggestion Feedback Facilitates Creativity of Students in STEAM Education

Sha Shen; Saidi Wang; Yun Qi; Yanli Wang; Xiangdong Yan

doi:10.3389/fpsyg.2021.723171

Teacher Suggestion Feedback Facilitates Creativity of Students in STEAM Education

Front Psychol. 2021 Sep 1:12:723171. doi: 10.3389/fpsyg.2021.723171. eCollection 2021.

Authors

Sha Shen¹, Saidi Wang², Yun Qi¹, Yanli Wang¹, Xiangdong Yan³

Affiliations

¹ College of Educational Science and Technology, Northwest Minzu University, Lanzhou, China.
² Gansu 24 Refractive New Media Technology Co., Ltd., Lanzhou, China.
³ Shanghai Hui Ye (Lan Zhou) Law Office, Lanzhou, China.

Abstract

This study examined the influence of the formative feedback types of teachers on creativity in Science, Technology, Engineering, Art, Mathematics (STEAM) education. Participants were 90 undergraduate students who were randomly assigned to the teacher opinions feedback group, the teacher suggestion feedback group, or the non-feedback group, and took part in three courses of STEAM education of 3D-printing technology. Before and after each course, they were asked to fill out the Eugene Creativity Test. The results showed that compare with the teacher opinions feedback group and the non-feedback group, the participants in the teacher suggestion feedback group showed a higher score on the creativity scale. This suggests that the teacher suggestion feedback can be useful for improving the creativity in STEAM education.

Keywords: STEAM education; active learning; creativity; science skills; teachers' formative feedback.