Home > Published Issues > 2024 > Volume 10, Number 6, 2024 >
IJLT 2024 Vol.10(6): 716-720
doi: 10.18178/ijlt.10.6.716-720

Adopting Cognitive Conflict Strategies to Enhance Students’ Critical Thinking, Scientific Inquiry Competency, and Cultural Understanding in a C-STEAM Course

Weisen Zhong, Qingna Lai, and Zehui Zhan*
School of Information Technology in Education, South China Normal University, Guangzhou, China
Email: 959537681@qq.com (W.Z.); 874095513@qq.com (Q.L.); zhanzehui@m.scnu.edu.cn (Z.Z.)
*Corresponding author

Manuscript received February 15, 2024; revised April 9, 2024; accepted July 9, 2024; published December 30, 2024.

Abstract—STEAM education benefits nurturing innovative talents, but over-emphasizes creative outputs while overlooking thinking ability improvements. Critical thinking is a vital 21st-century skill. This study examined the relationships among STEAM education, critical thinking, and cognitive conflict strategies through literature review. The study constructed cognitive conflict strategies for C-STEAM classrooms, and evaluated their effects through quasi-experiments. The results showed these strategies can effectively enhance students’ critical thinking, scientific inquiry ability, and cultural understanding. Teachers can apply them in C-STEAM teaching.  
 
Keywords—critical thinking, C-STEAM, cognitive conflict strategies, interdisciplinary learning 

Cite: Weisen Zhong, Qingna Lai, and Zehui Zhan, "Adopting Cognitive Conflict Strategies to Enhance Students’ Critical Thinking, Scientific  Inquiry Competency, and Cultural Understanding in a C-STEAM Course," International Journal of Learning and Teaching, Vol. 10, No. 6, pp. 716-720, 2024.

Copyright © 2024 by the authors. This is an open access article distributed under the Creative Commons Attribution License (CC BY-NC-ND 4.0), which permits use, distribution and reproduction in any medium, provided that the article is properly cited, the use is non-commercial and no modifications or adaptations are made.

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