On the interrelationships between diverse creativities in primary education STEAM projects

Abstract

Creativity represents a consubstantial element of STEAM education that seeks to integrate science and arts. This study analyses the interrelation between diverse creativities in three STEAM transdisciplinary projects carried out for 3 years in a programme for gifted students. The study involved 152 students in 12 groups (5th-6th grade of Primary Education, 11–12 years old), 5 teachers and 4 external professionals. Diverse creativities are identified in the activities using a variety of qualitative and quantitative instruments and techniques. Their interrelation is analysed through the novel use of the graph theory. The STEAM project activities allowed a well-balanced interrelationship between different forms of creativity (scientific, artistic and craft). The cognitive abilities have been widely developed, highlighting associative thinking, knowledge, analogical thinking, and mental flexibility. In terms of conative traits, intrinsic motivation and openness to experience are enhanced. The diversity of mathematical, scientific, humanistic, and artistic activities developed along the projects, together with outings, collaboration of experts and the creation of a final transdisciplinary product, foster the interconnections between the diverse areas and forms of creativity and its cognitive and conative dimensions.