Koreahas recently started to implement a STEM-like approach in K-12 education,titled STEAM (Science, Technology, Engineering, Arts, and Mathematics)curriculum, to educate the next generation of students to become creativeinnovators. As this approach has been shown to increase educational success, itis vital to prepare and develop interest in middle school students toparticipate in STEAM subjects-related learning opportunities. This studyexamined the impact of hands-on global climate change monitoring projects whosecurriculum was designed based on the six structured inventive thinking (SSIT) approachthat can facilitate the development of the knowledge of STEAM content andinvestigate the perceptions of STEAM subjects by middle school students. Theparticipants in the study were sixty-eight grade 7 students from a middleschool in Seoul, Korea. Employing a quasi-experimental research design, theparticipants were measured on their STEAM knowledge and perceptions before andafter participation. The findings indicate that students who participated inglobal climate change monitoring activities reported gains in their STEAMcontent knowledge and showed an improvement in their perceptions of STEAM subjects . The latter finding was more pronounced forfemale students who had significantly higher science achievement and positiveperceptions of the STEAM program than for male students. The results of this studysuggest that carefully designed projects comprised of SSIT-based environmentalactivities can be effective in STEAM education at the middle school level.