混合式STEM学习对乡村小学生科学学习表现的影响机制OA

Blended STEM learning is an effective strategy to address the resource difficulties in rural science education.To explore its multi-factor interaction mechanisms and context-specific pathways in rural settings,this study took 14 fifth-grade students from a small-scale rural school as participants.The method combined necessary condition analysis(NCA)and fuzzy-set qualitative comparative analysis(fsQCA)to investigate how scientific interest,self-efficacy,prior knowledge,blended learning,and STEM learning jointly influence students' scientific learning performance.The results showed that scientific interest was a necessary condition for high scientific learning performance.Three differentiated pathways,namely the interest-driven type,the knowledge-oriented type,and the advantage-compounding type,could achieve high learning performance,whereas a resource-mismatch configuration tended to lead to low performance.Under resource constraints,blended STEM learning,through the synergy of exploratory practice and technical support,formed a motivation compensation mechanism,achieving a precise match between educational resources and student characteristics.These findings reveal the multi-pathway mechanisms of blended STEM learning on rural primary school students' scientific learning performance in resource-limited rural educational contexts,providing empirical evidence for shifting rural STEM education from"resource equalization"to"precision adaptation".