







































 

 

 

 

 

 

Research on the Integration of STEM Education 

into the Rural Elementary School Science 

Curriculum: An Example from Rural 

Elementary Schools in Western China

Xiuping Qiao,
1 

Xinyi Zhou
2
 

 
1. Jiujiang Elementary School, Shuangliu District, Chengdu 610200, Sichuan, China 

2. Network and Information Center of Chengdu Normal University, Chengdu 

610200, Sichuan, China 

 

Abstract. Due to the limitation of social economic conditions, the teach-
ing 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 stu-
dents’ knowledge and abilities? An experimental study of STEM curricu-

lum 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 showed that the integration of STEM education into rural 

elementary school science courses is feasible and effective. 

Best Evid Chin Edu 2020; 5(1):581-590. 

Doi: 10.15354/bece.20.ar034. 

Keywords: STEM Education; Chinese Elementary Education; Elementary School 

Science Curriculum; Rural School; Student Scientific Knowledge and Ability

 

 

 
 

About the Author: Xiuping Qiao, Principal of Jiujiang Elementary School, Shuangliu District, Chengdu 610200, 

Sichuan, China. Email: 496569839@qq.com; 

Correspondence to: Xinyi Zhou, Professor, Network and Information Center of Chengdu Normal University, 

Chengdu 610200, Sichuan, China. Email: neemo@126.com. 



Qiao & Zhou. Integration of STEM into Rural Elementary Curriculum in China 

Vol.5, No. 1, 2020 582 

Introduction 

TEM, short for Science, Technology, Engineering, and Mathematics, emphasizes 

the intersection and integration of multiple disciplines. Since the introduction of 

STEM education in the United States in 1986, both developed countries, such as 

those in Europe and the United States, and developing countries have increasingly paid 

attention to STEM education. In China, a national strategy exists to vigorously develop 

STEM education through national policy intervention (Yu & Hu, 2015). Because STEM 

education has made outstanding contributions to socioeconomic and technological de-

velopment in terms of key capabilities and innovative thinking, STEM education re-

search has also become a hot topic that is experiencing rapid development (Li et al., 

2019). The research includes four categories: STEM conceptualization, educational eq-

uity, student academic achievement, and teaching practice. The focus of research is 

gradually shifting from value-oriented to curriculum practice (Du, 2018).  

With the rapid development of STEM education on a global scale, China “has 

also entered the vigorous development stage of STEM education, and has made signifi-

cant progress in educational practice, theoretical research and educational policy” (Chi-

nese Academy of Educational Sciences, 2017). In practical research of STEM courses, 

higher education is the main research object and followed by elementary and middle 

school education There are also comparative studies on China-American STEM educa-

tion. However, less research has been done on STEM education courses in areas with 

rural economic conditions in China. Rural areas in China account for 94.7% of the 

country’s land area, but this vast land area is economically behind and weaker in basic 

education than urban areas (Zhang, 2015). In recent years, China has implemented edu-

cation poverty alleviation policies and education investment in rural areas has been 

strengthened (Yu, 2006). However, due to various factors, such as economics, humani-

ties, family and geography, the teaching of science courses in rural elementary schools 

is limited, and improvement of students’ knowledge and ability in science remains sub-

par. This paper studies the teaching practice of STEM in the science curriculum of rural 

elementary schools in China to address the current lack of research on STEM education 

in rural areas with poor economic conditions and designs a reference STEM curriculum 

for rural elementary school students in China. 

Methods 

Practical Exploration and Research of STEM Courses 

 

 

 

 

 

 
 

Funding: 2018 Ministry of Education Humanities and Social Sciences Research Planning Project “Research on 

the Influencing Factors and Effect Mechanisms of STEM Learning Effect of Primary and Secondary School Stu-

dents” (Project Number: 18YJA880108). 

Conflict of Interests: None. 

S 



Qiao & Zhou. Integration of STEM into Rural Elementary Curriculum in China 

Vol.5, No. 1, 2020 583 

Jiujiang Elementary School in Shuangliu District, Chengdu is a typical Chinese rural 

elementary school. In recent years, with the continued advancement of balanced devel-

opment in education, the educational ecology of this school has greatly improved. 

However, a questionnaire combined with interviews and observations investigating the 

current status of the school’s science curriculum revealed the following. (i) Due to ex-

cessively traditional teaching methods, students’ learning initiative and creativity are 

low. (ii) Students’ knowledge is narrow, and their hands-on ability is weak. (iii) Due to 

inadequate family instruction about the concepts of natural phenomenon, students are 

easily affected and confused to them. (iv) Although students have a strong interest in 

science classes, their scientific literacy is low. Here, we focus on the characteristics of 

elementary school students in rural China, and explore whether, in the science curricu-

lum, STEM teaching has more advantages in training students’ knowledge and ability 

than traditional teaching. 

This experimental study addresses the following two questions regarding the 

integration of STEM education into the elementary science curriculum: 

(i) Are STEM courses effective in improving students’ knowledge and ability? 

(ii) Are STEM courses better than traditional class teaching at improving stu-

dents’ knowledge and ability? 

Experimental Design 

The research involved five steps, as outlined below. 

(i) From fifth grade students of Jiujiang elementary school in Shuangliu Dis-

trict, 200 students of comparable learning level were divided into a control 

and experimental groups of 100 each.  

(ii) Teaching on “buoyant force” for eight class hours was designed for both 

traditional and STEM courses. 

(iii) Students in the control group experienced the traditional science teaching 

method, while students in the experimental group experienced the STEM 

teaching method. 

(iv) Questionnaire surveys were given to all students before and after the 

course study. These tested the students’ knowledge and ability. Statistics 

and analysis on survey responses were done and conclusions drawn. 

(v) Through discussion and analysis of survey responses, the content of the 

courses was modified to improve the teaching design based on the trial 

teaching, and the final teaching courses formed. 

Teaching Design of STEM Unit Courses on “Buoyant force” 

In this study, the “Buoyant force” unit in the fifth-grade science class was selected as 

the theme for STEM curriculum design. This course has a total of 8 class hours (Table 

1). 

Compilation of Questionnaire 



Qiao & Zhou. Integration of STEM into Rural Elementary Curriculum in China 

Vol.5, No. 1, 2020 584 

Table 1. STEM Course Content. 

CH Theme Content & Process Sci. Tech. Engi. Math. 

1st Preliminary 
understand-
ing of buoy-
ancy 

1. Teamwork: Put the foam 
block in the water, discuss 
why the foam will float on the 
water, and complete the 
guided learning sheet; 

2. Introduce buoyancy and 
visually understand the con-
cept of buoyancy through vid-
eo; 

3. Student cooperation: divide 
the foam block to guide stu-
dents to explore the influence 
of the same object on the 
heave and weight (and com-
plete the record form); 

4. The group conducts commu-
nication summary and report 
(the impact of object volume, 
etc. on sinking and floating). 

The floating 
objects made of 
the same mate-
rial in the water 
are independent 
of their weight 
and volume. 

Cut ob-
jects as 
required 

 Use the 
concept of 
fractions 
when 
cutting 

2nd What fac-
tors are 
involved in 
floating? 

1. Teachers lead students to 
think by guiding students to 
observe the floating experi-
ment of putting different 
shapes of play dough into the 
water; 

2. Brainstorming: The teacher 
allows students to boldly 
guess the factors affecting the 
floating, and sort the object’s 
according to their own guess-
es; 

3. In-depth exploration: Predict 
the floating of different mate-
rials in the water and conduct 
experimental verification in 
groups to complete the guid-
ed learning sheet; 

4. The group conducts ex-
changes and summarizes and 
reports (factors affecting float-
ing). 

Explore the 
factors that 
affect floating 

  Number 
and sort 
as re-
quired 

3rd The floating 
of play 
dough in the 
water 

1. Teachers guide students to 
observe and think by demon-
strating the floating of a piece 
of play dough in water; 

2. Student's operation: shape 
the play dough freely, predict 
and verify the their floating; 

3. Brainstorming: Based on the 
results of the experiment, 
students guess the reasons 
that affect floating; 

4. The teacher introduces the 
concept of "drained water", 
through experiments to verify 
the hypothesis and complete 
the guided learning sheet. 

The volume of 
water drained by 
an object in the 
water is called 
the amount of 
water dis-
charged 

Pinch the 
play 
dough 
into dif-
ferent 
shapes 

Different 
shapes 
will affect 
the float-
ing of 
play 
dough 

Read the 
amount of 
water 
drained 
from the 
measuring 
cup 

4th Build a 
small boat 

1. The teacher introduces the 
history of the development of 
the ship through a short film, 
and let students guess why 
the ship can float on the wa-
ter; 

2. Students make hands-on 
production: Everyone uses 
the same amount of play 
dough to make boats in dif-
ferent shapes, and observe 
the their floating in the water; 

Why can a boat 
float on the 
water? 

Make 
different 
shapes of 
boating 
by play 
dough  

How to 
make a 
floating 
boat?  
How to 
make the 
boat carry 
more 
weight? 

Measure 
and rec-
ord the 
maximum 
weight 
that car-
ried ob-
jects 



Qiao & Zhou. Integration of STEM into Rural Elementary Curriculum in China 

Vol.5, No. 1, 2020 585 

3. The group's exploration and 
research: Thinking about how 
to make improvements to 
make the boat carry more 
weight; 

4. Students improve the boat 
and conduct a boat show. 

5th Buoyant 
force 

1. Experiment introduction: Let 
students experience the con-
cept of buoyancy by them-
selves; 

2. Discussion by the group: 
Whether the volume of the 
object in the water affects the 
buoyancy, make an explora-
tion research table; 

3. Cooperative learning: learn to 
use dynamometer to measure 
buoyancy  force correctly and 
verify the record form; 

4. Summarize the factors that 
affect the buoyant force. 

Understand the 
concept of 
buoyant force 

Use 
spring 
dyna-
mometer 
to test 
buoyant 
force 

The 
Principle 
of testing 
buoyant 
force by 
spring 
dyna-
mometer 

Reading 
of spring 
dyna-
mometer  

6th Will sink 
objects be 
affected by 
the buoyant 
force of 
water? 

1. Teachers guide students on 
the method of learning exper-
iment verification; 

2. Teamwork: Complete the 
experiment and fill in the rec-
ord form; 

3. In-depth exploration and 
research: The amount of 
buoyant force experienced by 
different stones; 

4. Analyze and summarize the 
stress on the stones and 
foam by drawing: whether the 
sinking object is affected by 
buoyant force. 

Learn how to 
verify the exper-
iment 

 Control 
the vol-
ume of 
objects 
immersed 
in the  
water 

Calculate 
the mag-
nitude of 
buoyant 
force by 
reading 
the value 
of the 
dyna-
mometer 

7th The floating 
of potatoes 
in the liquid 

1. Teachers demonstrate the 
floating of potatoes in differ-
ent liquids through experi-
ments, and introduce the ef-
fects of different liquids on the 
floating of objects; 

2. Guess and verify "what is the 
liquid in the experiment"; 

3. Teamwork: Set up a control 
group to verify the effect of 
different liquids on the floating 
of objects; 

4. Analyze the rules and draw 
conclusions. 

Different effects 
of different 
liquids on the 
buoyant force of 
objects 

Evapo-
rate the 
liquid with 
an alco-
hol lamp 
and ob-
serve 

 Measure 
the 
amount of 
water and 
dissolve it 
with dif-
ferent 
amounts 
of table 
salt 

8th Explore the 
causes of 
sinking and 
floating of 
potato  

1. Under the guidance of teach-
ers, students make guesses 
about the reasons that affect 
the floating of potatoes, de-
sign and make exploration 
and research records; 

2. Teamwork: Verify the reason, 
complete exploration and re-
search record form; 

3. Analyze the rules and draw 
conclusions. 

The same object 
will experience 
different buoyant 
force in different 
liquids 

Use the 
balance 
correctly 
to weigh 
the 
weight 

The 
principle 
of bal-
ance to 
scale 
weight 

Reading 
the value 
of the 
weight of 
the bal-
ance 
scale 

Note: CH: Class hour; Sci: Science; Tech: Technology; Engi: Engineer, Math: Mathematics. 

 

 

 

 

 

 



Qiao & Zhou. Integration of STEM into Rural Elementary Curriculum in China 

Vol.5, No. 1, 2020 586 

The questionnaire used in this experiment includes two parts: basic knowledge (ques-

tions 1-10) and ability expansion (questions 11-14). Questions 1-10 are 4 points each, 

questions 11-12 are 10 points each, and questions 13-14 are 20 points each for a total of 

100 points. An example basic knowledge question is: (multiple choices) When the ob-

ject buoyant force (_) gravity in the water, it sinks. A) Less than; B) Greater than; C) 

Equal. An example capacity expansion question is: What would our life be like if we 

lost the buoyant force of water? Try to write a reasonable scenario, the more reasonable 

the better. Scenario One: __; Scenario Two: __; Scenario Three: __; Scenario Four: __. 

The content of the questionnaire was discussed with teachers several times, and the 

questionnaire gradually refined. 

Cronbach’s  coefficient was used to test the reliability of the questionnaire. 

The basic knowledge and ability expansion of the entire questionnaire had a Cronbach’s 

 > 0.8, indicating that the questionnaire has high reliability. After analysis by teachers 

in science, the questions designed by this questionnaire were found to meet the purpose 

and requirements of the measurement. The basic knowledge questions and ability ex-

pansion of the questionnaire are significantly correlated with the content of each ques-

tion, indicating that the questionnaire is highly effective.  

Participants and Steps 

In Jiujiang Elementary School, Shuangliu District, Chengdu, 200 fifth-grade students 

were selected, including 108 boys (the control: 57, the experimental: 51) and 92 girls 

(the control: 43, the experimental: 49). To reduce non-experimental variance in the ex-

periment, the knowledge background and learning ability of the teachers and students 

participating were made roughly the same for the control and experimental groups. 

(i) Before the experiment, students in the control and experimental groups 

completed a questionnaire survey to collect pre-treatment data. 

(ii) The students in the experimental group studied STEM courses, while stu-

dents in the control group studied traditional courses. 

(iii) After the experiment, students in the control group and the experimental 

groups again completed the questionnaire survey to collect post-treatment 

data. 

Statistical Analysis 

All data processing and analysis were done using SPSS v20.0. Assuming that both pre- 

and post-experiment questionnaire data of the control group meets the normal distribu-

tion, we continued to use the independent sample t-test to compare the control group 

before and after learning, including testing on the student’s total score, basic knowledge, 

and ability expansion. 

Results 

Pre-experiment Data Analysis 



Qiao & Zhou. Integration of STEM into Rural Elementary Curriculum in China 

Vol.5, No. 1, 2020 587 

Before the experiment, there are no significant differences in knowledge (effect = -

0.037), ability expansion (effect size = -0.065) or total score (effect size = 0.063, P > 

0.05) between the experimental group and the control group (Table 2). 

Comparison between Pre- and Post-experiment Data of the 

Control Group  

Students in the control group differed significantly in the total score, basic knowledge 

and ability expansion before and after learning (P < 0.01; Table 3). The average score 

of the control group after learning was better than before learning. The effect size was 

moderate in both pre- and post-experiment tests. This shows that traditional courses can 

improve students’ knowledge level and ability. 

Comparison between Pre- and Post-experiment Data of the Ex-

perimental Group 

Students in the experimental group differed significantly in total score, basic knowledge 

and ability expansion before and after learning (P < 0.01; Table 4). The average score 

of the experimental group after learning was greater than before learning and the effect 

size was large in both pre- and post-experiment. This shows that STEM courses can 

improve students’ knowledge level and ability. 

Post-experiment Data Analysis  

An independent sample t-test compared the experimental and control groups after learn-

ing, including testing on the student’s total score, basic knowledge, and ability expan-

sion (Table 5). 

After separate learning, students in the two groups differed significantly in total 

score, basic knowledge and ability expansion (P < 0.01; Table 5). Overall performance 

ability expansion had a moderate effect size, and the basic knowledge effect size was 

large. Thus, the STEM teaching course has advantages over the traditional course when 

integrated into the science curriculum. 

Discussion 

The experimental data reveals that the teaching practice of STEM used in this study was 

effective in improving the science curriculum knowledge and ability of elementary 

school students in rural China and had advantages over the traditional science curricu-

lum. The core features of STEM are that it is interdisciplinary, interesting, experiential, 

situational, collaborative, artistic, empirical, and technologically enhanced. The STEM 

education curriculum is designed to engage students in learning based on activities, pro-

jects, and problem solving that provide a hands-on classroom experience (Wang, 2016). 

In response to the characteristics of rural elementary school students in China, the 

teaching design of the STEM science curriculum is as follows. (i) Multidisciplinary 

 



Qiao & Zhou. Integration of STEM into Rural Elementary Curriculum in China 

Vol.5, No. 1, 2020 588 

Table 2: Independent Sample t Test of the Pre-Experiment Data. 

 Control Group Experimental Group t P Cohen’s d 

Overall Score 46.67±22.01 48.03±20.91 -0.448 0.449 -0.063 

Basic Knowledge 17.79±7.52 18.06±7.03 -0.262 0.220 -0.037 

Ability Development 28.90±17.36 29.96±15.42 -0.457 0.087 -0.065 

Note: Data are presented as mean ± SD, p < 0.05 means statistically significant. 

 

 

 

Table 3: Level Analysis of the Control Group Before and After 
Learning. 

 Pre-experiment Post-experiment t P Cohen’s d 

Overall Score 46.67±22.01 61.26±28.09 -4.088 .000** -0.578 

Basic Knowledge 17.79±7.52 23.14±8.27 -4.787 .000** -0.037 

Ability Development 28.90±17.36 38.12±21.98 -3.292 .000** -0.466 

Note: Data are presented as mean ± SD, **p <0.01 

 

 

 

Table 4: Level Analysis of the Experimental Group Before and 
After Learning. 

 Pre-experiment Post-experiment t P Cohen’s d 

Overall Score 48.03±20.91 71.19±19.14 -8.170 .000** -1.155 

Basic Knowledge 18.06±7.03 29.96±5.83 -12.438 .000** -1.759 

Ability Development 29.96±15.42 45.75±14.58 -7.441 .000** -1.052 

Note: Data are presented as mean ± SD, **p <0.01 

 

 

 

Table 5. Independent Sample t Test of the Post-Experiment Data. 

 Control Group Experimental Group t P Cohen’s d 

Overall Score 61.26±28.09 71.19±19.14 -2.921 .000** -0.413 

Basic Knowledge 23.14±8.49 29.96±5.83 -6.622 .000** -0.937 

Ability Development 38.12±21.98 45.75±14.58 -2.893 .000** -0.409 

Note: Data are presented as mean ± SD, **p < 0.01. 

 

 



Qiao & Zhou. Integration of STEM into Rural Elementary Curriculum in China 

Vol.5, No. 1, 2020 589 

knowledge should be integrated into real situations that are interesting and closely relat-

ed to life. Students use brains, hands, and cooperation to improve class participation, 

develop innovative thinking, and improve problem-solving skills (Sun, 2018). (ii) By 

providing rich perceptual knowledge, students are stimulated to create “confusion,” find 

new explanations, form new concepts, and this promotes students to change from origi-

nal concepts to scientific concepts (Lin, 2014). (iii) Through the experience of STEM 

science courses, students’ internal motivation is stimulated, scientific knowledge is ac-

curately understood, advanced thinking is developed, and their ability to solve problems 

is improved (Chen, 2019). 

STEM education has become a hot topic of common concern in current interna-

tional education research and reform, providing innovative ideas for the new round of 

basic education science curriculum reform in China. The elementary school stage is a 

critical period for children’s knowledge and ability expansion. At this stage, students 

have not yet fully formed their own ways of thinking and problem-solving, and thus this 

is the best period to cultivate innovative ability (Long & Zhao, 2015). An increasing 

number of empirical studies suggest that children’s scientific interests are formed before 

the age of 14 years (Tai et al., 2006). Rural areas in China can combine their own char-

acteristics with the existing practices of related cities in China and advanced foreign 

experience (Zhu & Lei, 2018) to actively promote the exploration of STEM education, 

carry out STEM education actions, and improve the ecology of STEM education con-

struction. This requires gathering all social forces, including schools, libraries, science 

centers and museums, extracurricular tutoring institutions, enterprises, higher education 

institutions, communities, and families, etc. (Chen et al., 2019). 

 

 

 

 

How to Cite: Qiao, X., Zhou, X. (2020) Research on the integration of STEM education into the rural 

elementary school science curriculum: An example from rural elementary schools in Western China. 

Best Evid Chin Edu, 5(1):581-590. Doi: 10.15354/bece.20.ar034. 

 

 

 

 

 

 

 

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Received: 16 February 2020 

Revised: 02 April 2020 

Accepted: 06 April 2020 

 

 


	Article-XinyiZhou-BECE_title_12May2020
	Article-XiyiZhou-BECE_Maintext12May2020

