Community Engagement for Enhancing Students’ STEAM Literacy: Insights from the 1.5km Experiential Learning Circle in Hong Kong
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Abstract
This study investigates the impact of the 1.5km Experiential Learning Circle (ELC) in Hong Kong on students’ STEAM literacy through community-based learning. The ELC framework adapts Kolb’s Experiential Learning Cycle by integrating community experiences at each stage: (1) Community Engagement, where students explore local issues through field observations and interactions; (2) Community Context Reflection, where students analyze these issues from scientific, technological, and socio-environmental perspectives; (3) Knowledge in Community Settings, where students apply STEAM concepts to propose solutions; and (4) Community-Based Action, where they implement and communicate their solutions to stakeholders. Using a mixed-methods approach combining surveys, interviews, and observations, the study explores students’ competence in six key domains of STEAM literacy: communication, problem identification, knowledge seeking, problem-solving, application of STEAM concepts, and decision-making. Findings reveal that students demonstrated moderate competence in all six STEAM literacy domains, with the highest scores in communicating STEAM information, problem identification, and knowledge seeking. However, challenges were observed in applying STEAM concepts to real-world contexts and making informed decisions considering ethical, environmental, and social factors. The results demonstrate the effectiveness of community-based learning in enhancing STEAM literacy, yet highlight the need for improved instructional strategies to better connect theoretical knowledge with practical applications.
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References
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