Abstract
STEM education research suggests that teaching methods have varying effects on students, contingent on their learning styles, resulting in disparities in STEM learning attitudes. A STEM learning attitude scale was employed to assess 604 Taiwanese 10th grade students. Exploratory factor analysis (EFA) was conducted on 304 samples, while an additional 307 samples underwent confirmatory factor analysis (CFA). This study developed a STEM learning attitude instrument and explored the correlation between students' learning styles and STEM attitudes using the Kolb Learning Style Inventory. The results indicated that students with converger and assimilator learning styles exhibited better STEM learning attitudes. In contrast, students with diverger and accommodator learning styles displayed lower STEM learning attitudes. Consequently, we advocate the inclusion of diverser and accommodator learning styles in the design of STEM curricula and emphasize the cultivation of collaboration and communication skills in real-world contexts.