This study developed and validated a scale of STEM project-based learning (PBL) experience, which comprises four dimensions: scientific inquiry, technological application, engineering design, and mathematical processing. The participants were 727 primary higher graders. Both within-network and between-network approaches were adopted to analyze the construct validation of the scale. The within-network analyses revealed good internal consistency reliability. The four-dimensional structure of STEM-PBL experience was supported by the confirmatory factor analysis. Multi-group confirmatory factor analyses showed that the four-dimensional structure was consistent across students of different genders and grades. The between-network analyses generated significant correlations of the four dimensions of STEM-PBL experience with students’ interest in learning STEM, utilitarian motives for learning STEM, and STEM career aspiration. This scale can be used in future research to probe how different components of STEM-PBL are related to the cognitive and affective development of students, which will in turn help teachers to make evidence-based decisions when they design STEM-PBL for different objectives.

本研究开发并验证了基于 STEM 项目的学习 (PBL) 经验的量表，该量表包括四个维度：科学探究、技术应用、工程设计和数学处理。参与者是 727 名小学高年级学生。采用网络内和网络间两种方法来分析量表的构造验证。网络内分析显示良好的内部一致性可靠性。STEM-PBL 经验的四维结构得到验证性因素分析的支持。多组验证性因素分析表明，四维结构在不同性别和年级的学生中是一致的。网络间分析产生了 STEM-PBL 体验的四个维度与学生学习 STEM 的兴趣、学习 STEM 的功利动机和 STEM 职业抱负的显着相关性。该量表可在未来的研究中用于探究 STEM-PBL 的不同组成部分与学生的认知和情感发展之间的关系，进而帮助教师在针对不同目标设计 STEM-PBL 时做出基于证据的决策。