Science, Technology, Engineering, Arts, And Math Research Articles

Exploring teachers' understanding and implementation of STEAM: one size does not fit all

IntroductionIn recent years, STEAM (science, technology, engineering, arts, and math) education has become an increasingly popular tool to promote student learning and engagement across disciplines. However, researchers and practitioners continue to note the lack of clarity around definitions of STEAM, its intended purpose, and the nature of discipline integration. In this paper, we explore teachers' understandings and implementation of STEAM as they participated in a teacher professional learning program.MethodsUsing a mixed-methods approach, we analyzed data from 4 years of program implementation with K-12 teachers across multiple schools and districts (n = 61).ResultsParticipants' understanding of STEAM was deepened through their involvement in the professional learning program, with many reflecting on their initial, often shallow, (mis)conceptualizations of STEAM. Using an integration continuum developed by the authors, we identified ways in which integration varied across the STEAM lessons teachers developed, contextualizing these findings within the changing educational landscape of the COVID-19 pandemic, as teachers transitioned between remote, hybrid, and in-person instruction. Participants shared their reflections on the personal, professional, and contextual factors that supported and hindered successful STEAM integration.DiscussionWe found that, when provided with sustained, collaborative pedagogical and material support, teachers could successfully improve their understanding of STEAM and implement STEAM lessons tailored to their grade-level and disciplinary context. Our findings reinforce that teachers need support, autonomy, and flexibility to adopt an approach to STEAM integration that best fits their classroom and school context. We discuss the implications of these findings for researchers and practitioners working to provide effective STEAM teacher professional learning.

The Effect of STEAM Activities Based on Experiential Learning on Ninth Graders' Mental Motivation.

The impact of STEAM (Science, Technology, Engineering, Arts, and Math) on pupils' learning has been increasingly highlighted recently. This study aims to shed light on the effect of STEAM activities based on experiential learning on ninth graders' mental motivation and learning. The present research adopted a mixed methodology (quantitative and qualitative). The study sample consisted of 90 students divided into three groups. The tools utilized in conducting the study included California Measurement Mental Motivation, and semi-structured interviews with (10) participants. The tools' validity and reliability were verified. After data were analyzed, the findings showed statically significant differences between students' post average scores regarding mental motivation due to teaching method, and in favor of the experimental groups (face-to-face STEAM activities, online STEAM activities). This provides tangible proof for the need to include STEAM activities in school curricula to enhance learners' curiosity, problem-solving skills and self-confidence through learning, as well as their task accomplishment ability.

Consider “HACKS” when designing hackathon challenges: Hook, action, collaborative knowledge sharing

Our world’s complex challenges increase the need for those entering STEAM (Science, Technology, Engineering, Arts, and Math) disciplines to be able to creatively approach and collaboratively address wicked problems – complex problems with no “right” answer that span disciplines. Hackathons are environments that leverage problem-based learning practices so student teams can solve problems creatively and collaboratively by developing a solution to given challenges using engineering and computer science knowledge, skills, and abilities. The purpose of this paper is to offer a framework for interdisciplinary hackathon challenge development, as well as provide resources to aid interdisciplinary teams in better understanding the context and needs of a hackathon to evaluate and refine hackathon challenges. Three cohorts of interdisciplinary STEAM researchers were observed and interviewed as they collaboratively created a hackathon challenge incorporating all cohort-member disciplines for an online high school hackathon. The observation data and interview transcripts were analyzed using thematic analysis to distill the processes cohorts underwent and resources that were necessary for successfully creating a hackathon challenge. Through this research we found that the cohorts worked through four sequential stages as they collaborated to create a hackathon challenge. We detail the stages and offer them as a framework for future teams who seek to develop an interdisciplinary hackathon challenge. Additionally, we found that all cohorts lacked the knowledge and experience with hackathons to make fully informed decisions related to the challenge’s topic, scope, outcomes, etc. In response, this manuscript offers five hackathon quality considerations and three guiding principles for challenge developers to best meet the needs and goals of hackathon sponsors and participants.

The Nova Hydroculture Project: Bringing a Community of Science Technology, Engineering, Arts, and Math (STEAM) Learners Together to Grow a Unique Garden

The Nova Hydroculture Project (NHP) is a collaboration between the Nova Southeastern University (NSU) American Society for Biochemistry & Molecular Biology (ASBMB) and Sigma Xi chapters as well as Science Alive and the Nova Public Schools (K‐12) in Broward County, FL. Science Alive is a 501(c)(3) non‐profit organization (faculty‐sponsored and student‐run program) providing opportunities for teams of learners from all academic levels to explore STEAM (science, technology, engineering, arts, and mathematics) beyond textbooks through hands‐on, interactive discovery. By providing service learning opportunities for college students to lead in the local school community, we fill a need for the development of fun and educational science‐related activities in schools with traditionally underserved populations. For the NHP we are collaborating with schools that have the Title 1 designation meaning that at least 40% of the student population comes from low‐income families. Many of our college volunteers are the first in their families to attend college, as would be the case for many of the K‐12 students that we serve. Therefore, we are in an ideal environment to positively impact students that are “just like us”. The NHP involves building hydroculture gardens with food plants (such as tomatoes, peppers, and berries). Showing NHP participants how to grow vegetables and fruits in a small space with reduced amounts of water can teach alternate methods to grow fresh produce, especially in communities where traditional agricultural practices may not be possible. These techniques are also being used on the International Space Station (ISS) in their Vegetable Production System (Veggie). The first peppers from the ISS Veggie were harvested and consumed on the ISS in early November 2021, which was exciting for our teams to discuss. The NHP also provides experiential learning opportunities for young students to apply science and engineering concepts to garden‐building while working in teams with their mentors. The NHP teams document the growth and water quality of the gardens, take photos, and make science journal entries throughout the Project. Not only are hydroculture gardens fantastic opportunities to learn about science, math, technology, art, and engineering, but they are also living, breathing entities that require ongoing care and commitment, thus fostering a collaborative and interactive experience for everyone involved. The NHP brings together diverse teams of K‐12 students, parents, teachers, NSU students, and faculty as we work together and learn from each other in our diverse community.

STEAM learning approach: realizing 21st century skills through increasing compound intelligence of class x students

This classroom action research aims to improve students' multiple intelligences through the STEAM (Science, Technology, Engineering, Arts, and Math) learning approach in class X TKJ at SMK Kristen Tagari with 31 students as research subjects. The classroom action research consisted of three cycles and each cycle consisted of six actions. Collecting data using the method of observation, interviews, multiple intelligence tests, and documentation. The data analysis technique uses the average value and the percentage of multiple intelligence test results. The results showed an increase in all constructs of multiple intelligence in subjects as evidenced by the results of the average score of the first intelligence test 28.19, the second test 28.93, the third test 29.49 while the average percentage change in multiple intelligence scores on the first test to the second test amounted to 2.62%, the second test to the third test 1.96% and the first test to the third test of 4.62%. It is recommended for further research to conduct classroom action research using the STEAM learning approach, students' multiple intelligence tests by learning problems experienced in class.

STEAM Learning in Public Libraries: A “Guide on the Side” Approach for Inclusive Learning

Children and their families are practicing STEAM (Science, Technology, Engineering, Arts, and Math) skills through a library program. Hand-crank generators and LED bulbs are set out on each of the tables, along with two types of dough—conductive play dough and insulating modeling clay.

STEAM EDUCATION AS A BENCHMARK FOR INNOVATIVE TRAINING OF FUTURE TEACHERS OF LABOUR TRAINING AND TECHNOLOGY

The purpose of the article is to substantiate an innovative methodology for implementing the content of STEAM (science, technology, engineering, arts and math) education through the organization of creative projects of future teachers of labour training and technology.The future teacher should be able to fulfil the tasks of integration of different subject areas, to use knowledge from different disciplines to describe the system of transformative activity; to make well-founded structural and technological decisions and put them into practice; to choose rational ways, to plan, predict and evaluate efficiency of transformative activity; to create spatial models of products or processes.Investigating this problem, we used the methods of research: analysis and synthesis to clarify the basic concepts and categories of STEAM education; conceptual analysis for comparing traditional and STEAM-oriented approaches, curricula and programs, psychological-pedagogical and scientific-methodical literature, materials of scientific-practical conferences on the problem of research, advanced innovative pedagogical experience.The organization of project activities contributes to the formation of sustainable motivation in teaching the disciplines on which STEAM education is based. Creating a product from conception to implementation, students are aware of the integral theoretical and practical importance of knowledge in the natural-mathematical and technical disciplines of cycles of general and vocational training.

In-FUSE-ing STEAM learning with spatial reasoning: Distributed spatial sensemaking in school-based making activities.

This study examines the role of spatial reasoning in learning among 5th and 6th grade students participating in a set of in-school, technology-enhanced, STEAM (science, technology, engineering, arts, and math) making activities. We focus our analysis on a particular type of reasoning: spatial reasoning. Prior research has shown that spatial reasoning is relevant for problem-solving, participation, and achievement in STEAM disciplines. However, the literature on spatial reasoning lacks qualitative analyses of the processes through which spatial reasoning is learned, enacted, and leads to problem-solving insights, particularly in everyday learning contexts. Spatial reasoning is also underemphasized and undervalued in our schools. And although increasingly popular, hands-on, making activities have the potential to cultivate spatial skills, spatial reasoning has been largely ignored in the literature on learning through making. Informed by a distributed cognitive perspective and using a combination of qualitative categorical coding and interaction analysis, this study provides a qualitative analysis of the relation between spatial reasoning and learning through making. Our analyses show that during making activities, students engaged in frequent and diverse spatial reasoning with a variety of social and material resources and that the social and material contexts of different making activities facilitated different types of spatial reasoning. Our analyses also show how spatial reasoning developed over time and led to learning. (PsycINFO Database Record (c) 2020 APA, all rights reserved)

Analysis of Learning Patterns and Performance—A Case Study of 3-D Modeling Lessons in the K-12 Classrooms

As more schools incorporate 3D printing into their curriculum to stimulate the creativity of K-12 students with a learning-by-doing approach, it becomes crucial to understand how users work with 3D modeling tools and to evaluate integrated lesson plans in the STEAM (Science, Technology, Engineering, Arts and Math) educational framework. Our work consists of two stages: an investigation of usage patterns of modeling, and an evaluation of the usability of Qmodel Creator, in collaboration with Lanyu Primary and Junior High School, Sanchong High School, and Affiliated Experimental Elementary School of National Chengchi University. Participants operation logs, screen recordings, and finished work for respective 3D modeling software were recorded and analyzed. Two types of indicators have been developed. One is concerned with the quantification of learning behavior, including Effective Operating Period (EOP), Trial-and-Error Period (TEP), and Implementation Period (IP). The other has to do with the evaluation of learning outcome, i.e., the complexity of 3D models, including the Degree of Detail ( DoD ), shape ( $C_{f}$ ), partition ( $C_{p}$ ), and block-ratio ( $C_{r}$ ) complexity. Based on the proposed features, we are able to identify the key factors that affect students’ learning experiences and performance in terms of learning patterns and model completeness. Through these indicators, instructors can gain better insights into student’s learning status of 3D modeling software.

Music notes to amino acid sequence: A STEAM approach to study protein structure.

Recently, manuscripts that use bioinformatics tools to convert proteins and other biological materials into music have appeared in several journals. The authors claim that this type of studies adds joy to education of life sciences and attract public attention to biochemistry education along with other uses. We thought the reverse of the process might also be possible for the purpose. We converted notes into amino acids depending on the decreasing hydrophobicity and by using the famous nursery song "Twinkle, Twinkle, Little Star" notes, a hypothetical protein sequence was obtained. Three-dimensional structures were modeled by I-Tasser Protein Structure and Function Prediction server and the structure of the possible models were investigated. This Science, Technology, Engineering, Arts and Math (STEAM) approach may bring fun to protein structure education. © 2019 International Union of Biochemistry and Molecular Biology, 47(6):669-671, 2019.

The Impact of Questioning Techniques on STEAM Instruction

ABSTRACT In STEAM (Science, Technology, Engineering, Arts, and Math) instruction, inquiry and authentic problem solving connect the disciplines to encourage higher-order thinking and increase student engagement. For instruction to be successful in facilitating meaningful student thinking about authentic problems, however, the instructor needs to use strong questioning techniques. This study explored what questioning techniques teachers use as they enact STEAM instruction in their classrooms. Eight middle school teachers who had designed authentic STEAM lessons were observed and scored on a rubric reflecting various components of STEAM instruction as they implemented their lessons. Then transcripts from these lessons were coded to identify the types of questions teachers asked. These questions were identified as inquiry-based or non-inquiry-based using Llewellyn’s categories of inquiry-based questions. Findings show that teachers who scored lower on the rubric asked inquiry-based questions no more than 50% of the time, while teachers who scored higher on the rubric asked inquiry-based questions more than 70% of the time.

Interest development and learning in choice-based, in-school, making activities: The case of a 3D printer

Abstract Integrated STEAM (science, technology, engineering, arts, and math) making activities have become increasingly popular in recent years. Many tout their benefits for STEAM interest development. However, we know relatively little about how these activities cultivate STEAM interests or about the relation between interest development and learning. This paper examines these issues in the context of one set of in-school, choice-based, STEAM making and learning environments, FUSE Studios. Drawing on sociocultural approaches to interest development, we present the case of one student's interest pathway through FUSE. By the end of the schoolyear, this student had developed an interest in and was recognized as a relative expert at 3D printing. She also connected this interest in 3D printing to a career aspiration to “help cancer kids and become a doctor for them”. Drawing on ethnographic observations and microanalysis of video-recordings, we trace her year-long interest pathway through FUSE to understand how her interests, in interaction with the socio-material context of FUSE, shaped her learning. We argue that the choice-based nature of FUSE allowed her to pursue her interests, organize her own learning, and consequently, cultivate STEAM interests and learning.

A review on complementary natures of tangible user interfaces (TUIs) and early spatial learning

Abstract Spatial skills are essential for everyday tasks, and technology blends seamlessly into children’s everyday environment. Since spatiality as a term is ubiquitous in experience this paper bridges literature in two fields: theories on early spatial learning in cognitive development and potential benefits of tangible user interfaces (TUIs) for supporting very young children’s spatial skills. Studies suggest that the period between 2 and 4 years of age is critical for training spatial skills (e.g., mental rotation), which relate to further success in STEAM (science, technology, engineering, arts, and math) disciplines. We first present a review of the empirical findings on spatial skills, early interventions, and tools (i.e., narrative and gesture input) recommended for training preschool children’s spatial skills. By situating the work within the use and benefits of manipulatives (e.g., building blocks, puzzles, shapes) combined with digital affordances in interaction design, we address the relevance of TUIs as complementary tools for spatial learning. We concentrate on the supporting properties of TUIs that enable playful learning, make storytelling more concrete, and provide embodiment effects through physicality. Through various products found in the market and literature that address the physical–digital convergence, we invite designers and researchers to consider design practices and applicable technology that build on present efforts and paradigms in this area. To contribute to this area, we conclude with a discussion of the gaps in design methods to develop technologies for children younger than 4 years old, and propose directions for future work to leverage new tools that serve very young children’s spatial learning and possible inquiries for dual payoff.

The sound of STEAM (science, technology, engineering, arts, and math): Acoustics as the bridge between arts and STEM (science, technology, engineering, and math)

This paper describes the development and presentation of a Science, Technology, Engineering, Arts, and Math (STEAM) workshop for elementary school teachers designed to provide ideas and tools for using acoustics in the classroom. The abundant hands-on activities and concepts in acoustics naturally link science and music in an intuitive way that can assist teachers in moving forward on the STEAM initiative. Our workshop gave teachers an introduction to acoustics principles and demonstrations that can be used to tie STEAM techniques in with Utah State Education Core standards. These hands-on demonstrations and real-world applications provide an avenue to engage students and support learning outcomes. Feedback indicated that the participants learned from and enjoyed the initial implementation of this workshop, though many elementary school teachers did not immediately see how they could integrate it into their curriculum. While additional efforts might be made to better focus the training workshop for the K-6 level, curriculum developers need to appreciate how acoustics could be used more broadly at the elementary school level if the emphasis changes from STEM to STEAM.