Abstract：
Design-based STEM learning is believed to be an effective cross-disciplinary strategy for promoting children\'s cognitive development. Yet, its impact on executive functions, particularly for disadvantaged children, still need to be explored. This study investigated the effects of short-term intensive design-based STEM learning on executive function among left-behind children. Sixty-one Grade 4 students from a school dedicated to the left-behind children in China were sampled and randomly assigned to an experimental group (10.70 ± 0.47 years old, n = 30) or a control group (10.77 ± 0.43 years old, n = 31). The experimental group underwent a two-week design-based STEM training program, while the control group participated in a 2-week STEM-related reading program. Both groups were assessed with the brain activation from 4 brain regions of interest using functional near-infrared spectroscopy (fNIRS) and behavioral measures during a Stroop task before and after the training. Analysis disclosed: (i) a significant within-group time effect in the experimental group, with posttest brain activation in Brodmann Area 10 and 46 being notably lower during neutral and word conditions; (ii) a significant between-group difference at posttest, with the experimental group showing considerably lower brain activation in Brodmann Area 10 and Brodmann Area 46 than the control group; and (iii) a significant task effect in brain activity among the three conditions of the Stroop task. These findings indicated that this STEM learning effectively enhanced executive function in left-behind children. The discrepancy between the non-significant differences in behavioral performance and the significant ones in brain activation implies a compensatory mechanism in brain activation. This study enriches current theories about the impact of Science, Technology, Engineering, and Mathematics (STEM) learning on children\'s executive function development, providing biological evidence and valuable insights for educational curriculum design and assessment.
摘要：
基于设计的STEM学习被认为是促进儿童认知发展的有效跨学科策略。然而，它对执行职能的影响，特别是对于弱势儿童，仍然需要探索。本研究调查了基于短期强化设计的STEM学习对留守儿童执行功能的影响。从中国一所致力于留守儿童的学校抽取61名四年级学生，随机分配到实验组（10.70±0.47岁，n=30）或对照组（10.77±0.43岁，n=31）。实验组进行了为期两周的基于设计的STEM培训计划，而对照组参加了为期2周的STEM相关阅读计划。在训练前后的Stroop任务期间，使用功能近红外光谱（fNIRS）和行为措施对两组进行了4个感兴趣的大脑区域的大脑激活评估。分析显示：（i）实验组有显著的组内时间效应，在中性和单词条件下，Brodmann区10和46的测试后脑激活显着降低；（ii）在测试后显着的组间差异，实验组在Brodmann区10和Brodmann区46中的脑激活明显低于对照组；（iii）在Stroop任务的三个条件中，脑活动的任务效应显着。这些发现表明，这种STEM学习有效地增强了留守儿童的执行功能。行为表现的非显着差异与大脑激活的显着差异之间的差异暗示着大脑激活的代偿机制。这项研究丰富了当前关于科学影响的理论，技术,Engineering,和数学（STEM）学习对儿童执行功能发展的影响，为教育课程设计和评估提供生物学证据和有价值的见解。
