Based on the STEM learning practice in the secondary school, the study uses the method of investigation to explore the satisfaction of STEM learning in junior high school students at Guangzhou of China. Then the researcher analyzes the workshop-based STEM learning process and validates the effectiveness of workshop-based STEM learning to enhance students’ creative thinking and ability. The result shows that the Chinese students’ STEM satisfaction is generally at a high level, and there is no significant gender difference. Taking the workshop-based STEM learning as an example, we find that the context design by teacher, the student’s independent inquiry, collaborative learning and the integrated practice of technology enhanced have helped students to improve their thinking and ability; Moreover, the student’s self-efficacy as a mediator of students’ participation in STEM learning and practice catalyzes the realization of students' workshop-based STEM learning process and the goal of improving creativity. © 2019, The Education University of Hong Kong. All rights reserved.
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