ABSTRACT
Recently, there have been suggestions to integrate environmental education into STEM disciplines for environment-centred, Science, Technology, Engineering, and Mathematics (E-STEM) learning, and collaboration between teachers, professionals, and researchers in STEM activity design for more authentic learning experiences for students. In this study, with the support of an environmental engineer in the activity design, a group of Grade 4 primary school students were engaged in E-STEM learning to solve the ‘Eutrophication’ problem in Shanghai. The E-STEM learning was organized into four stages: Solving for the solution, Experimenting for the simulated investigation, Making for the smart design, and Tool using for the use of devices and instruments. Lesson observations were conducted to analyse students' learning in terms of content understanding, classroom culture, and cognitive engagement. The analysis showed that, although students performed differently in the four stages, they had a good understanding of the content, a positive classroom culture, and active cognitive engagement. The findings provide evidence and insights into the design and implementation of E-STEM in primary classrooms.
