In K-12 education, scientific literacy helps students understand natural phenomena and develop critical thinking for future challenges. STEM education integrates science, technology, engineering, and mathematics to promote interdisciplinary learning. However, current STEM practices often lack feedback mechanisms, overlook productive failure, and ignore misconceptions. Error correction is a potential teaching method that focuses on students’ errors in learning, and can facilitate the change of misconceptions. This study proposed an error correction strategy-based STEM model (ECS-STEM model) and explored its effects on students’ learning motivation, STEM project outcomes, and cognitive network structures. Seventy primary school students aged 11 to 12 participated in the study, of whom 33 were in the experimental group, which utilized the ECS-STEM model, while 37 were in the control group, which followed the traditional STEM (T-STEM) model. The results showed that students using the ECS-STEM model performed better than those using the T-STEM model in terms of STEM project outcomes and learning motivation. In addition, epistemic network analysis showed that the ECS-STEM model promoted students’ reflection on experimental operations and principles, enabling them to question erroneous operations or concepts. Therefore, this study provides valuable insights and guidance for future exploration of effective STEM teaching and science education. © 2025 Informa UK Limited, trading as Taylor & Francis Group.
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