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

A mathematical stimulus program for an educational intervention with students at risk of social exclusion

The research investigates a mathematical stimulus program for an educational intervention with students at risk of social exclusion. Reducing the school failure of students is one of the goals of current inclusive education. Particularly, mathematics is a discipline in which adolescents demonstrate a greater degree of failure worldwide. In this research, a mathematical stimulus program employing STEAM (Science, Technology, Engineering, Art, and Mathematics) activities for adolescents at risk of social exclusion due to family causes is analyzed. The aim is to assess the mediational and affective suitability of the program. The sample consisted of 68 students from three secondary schools. A mixed methodology was used, employing quantitative analysis techniques for the beliefs and satisfaction questionnaires applied. The Theory of Didactic Suitability was also employed, along with semi-structured interviews for qualitative analysis. The results indicate that pleasure and effort constitute a single factor among these students, and a positive correlation is obtained between how interesting an activity seems to the students and what they learned, and between their learning and the novelty of the content. The descriptive analysis shows that 96% of the students considered the activities to be interesting; with 85% stating that they had learned a lot. The recordings and interviews show that the students felt at ease carrying out the activities and that a significant change in their attitude towards mathematics took place. In conclusion, the presence of at least 87% of the indicators in all activities gives the program a high degree of mediational and affective suitability. Furthermore, the role of mediational suitability in this context stands out and has a direct influence on affective suitability.

Using the family resemblance approach to inform STEAM education

In this article, we use the family resemblance approach as a framework to contribute to the debate about the similarities and differences between the constituent disciplines of STEAM (science, technology, engineering, arts and mathematics) and to explore the implications for education. The family resemblance approach has been used in science education in various ways, for instance, in teacher education and undergraduate teaching and as an analytical tool for examining science curricula and assessments. The relevant sense of application of the family resemblance approach for our purposes in this article is that it is a framework that has the potential to differentiate the disciplines underpinning STEAM. We explore the utility of the family resemblance approach for clarifying what is meant by the nature of STEAM and, subsequently, we elaborate on some practical examples drawn from a project conducted in Hong Kong with Year 7 (12–13-year-old) students to illustrate how the use of the family resemblance approach can help articulate a contrast of nature of science and the arts in school activities.

Reflection-on-/in-/for-actions: Deconstructing hegemonic pedagogical culture in science education

This paper explores the hegemonic pedagogical-cultures-based narratives that I experienced in my science teaching and learning journey. Furthermore, in this paper, I also envisage different methods for deconstructing the overwhelming influence of hegemony in the science classroom. I focus on two research questions: (1) In what ways could I explore the deep-seated, hegemonic-science, pedagogical culture in my science teaching and learning? (2) How could I envisage the possible ways for deconstructing hegemony in science education? In this autoethnographic inquiry, I used the ‘knowledge-constitutive interests’ theory as a referent in data text generation and meaning-making. This theoretical lens helped unfold the deep-rooted, hegemony-like singular and absolute scientific knowledge consumption practice. While engaging in reflection-on-/in-/for-actions, I realized the need for curious, contextual and cultural selves and communication as a dance rather than a war for reforming and transforming these deep-seated, hegemonic, pedagogical cultures and identities. Moreover, I also attempt to practise the transdisciplinary STEAM (science, technology, engineering, arts and mathematics) approach for connecting classroom science learning with learners’ lives. I believe that it could support reforming/transforming my sit-and-get science teaching. Therefore, I also offer to be involved in a transdisciplinary pedagogy (like STEAM), research and academic writing for transformative curricular praxis and inclusive science learning.

ENHANCING STUDENT PERFORMANCE IN STEAM THROUGH GAMIFICATION: A SWOT ANALYSIS

Teungku Chik Pante Kulu Secondary School examines how well gamification-based education strategies can be incorporated into STEAM (science, technology, engineering, arts, and mathematics) education. The teacher uses Scratch to assess how gamified learning affects student performance and engagement in this particular educational setting using a SWOT (Strengths, Weaknesses, Opportunities, and Threats) analysis approach. The study highlights the potential benefits of gamification in STEAM education, including increased student engagement, improved problem-solving abilities, and collaborative learning opportunities catered to the needs of Teungku Chik Pante Kulu students. It does, however, also recognize the difficulties, such as the necessity for teachers to have proper training and resources, as well as any potential issues with sustainability and long-term effects. Furthermore, by taking into account the particular cultural and contextual characteristics of Teungku Chik Pante Kulu Secondary School, the analysis identifies chances for utilizing gamification to satisfy particular learning goals and curriculum requirements. On the other hand, risks like technology limitations and the requirement for ongoing assistance and assessment systems are also covered concerning the educational setting. Through an examination of gamification in the unique context of Teungku Chik Pante Kulu Secondary School, this study provides insightful information for teachers and administrators looking to improve student engagement and performance in STEAM subjects through creative teaching strategies. With the ultimate goal of enabling educators to design engaging learning experiences, this study adds to the expanding corpus of research on successful teaching tactics catered to varied learning settings.

The Influence of STEAM Education on Students' Interest in Technology at Middle Schools in Indonesia

This research investigates the impact of STEAM (Science, Technology, Engineering, Arts, and Mathematics) education on student interest and technology integration in Indonesian secondary schools through a quantitative analysis. A sample of 250 students was surveyed, and data were analyzed using Structural Equation Modeling with Partial Least Squares (SEM-PLS). The results reveal significant relationships between STEAM education, student interest, and technology integration. The measurement model demonstrates robust reliability and validity, while discriminant validity is supported. The structural model indicates that STEAM education positively influences both student interest and technology integration, with student interest mediating the relationship between STEAM education and technology. The study provides practical implications for educational practices, emphasizing the importance of transdisciplinary collaboration and effective teaching strategies to enhance student interest and foster technology integration in secondary education.

Benchmarking design-thinking as a tool for education: a systematic review and future research agenda

PurposeDesign-thinking (DT) in education has attracted significant interest from practitioners and academics, as it proffers new-age thinking to transform learning processes. This paper synthesises extant literature and identifies the current intellectual frontiers.Design/methodology/approachFirst, a systematic-literature-review was undertaken employing a robust process of selecting papers (from 1986 to 2022) by reading titles, abstracts and keywords based on a required criterion, backward–forward chaining and strict quality evaluations. Next, a bibliometric analysis was undertaken using VOSviewer. Finally, text analysis using RStudio was done to trace the implications of past work and future directions.FindingsAt first, we identify and explain 12 clusters through bibliometric coupling that include “interdisciplinary-area”, “futuristic-learning”, “design-process” and “design-education”, amongst others. We explain each of these clusters later in the text. Science, Technology, Engineering, Arts and Mathematics (STEAM), management education, design and change, teacher training, entrepreneurship education and technology, digital learning, gifted education and course development) Secondly, through co-word-analysis, we identify and explain four additional clusters that include “business education and pedagogy”, “content and learning environment”, “participants and outcome” and finally, “thinking-processes”. Based on this finding, we believe that the future holds a very positive presence sentiment for design thinking and education (DT&E) in changing the 21st century learning.Research limitations/implicationsFor investigating many contemporary challenges related to DT&E, like virtual reality experiential learning, sustainability education, organisational learning and management training, etc. have been outlined.Practical implicationsAcademics may come up with new or improved courses for the implementation of DT in educational settings and policymakers may inculcate design labs in the curricula to fortify academic excellence. Managers who would employ DT in their training, development and policy design, amongst others, could end up gaining a competitive advantage in the marketplace.Originality/valueThis study conducted a comprehensive review of the field, which to our limited knowledge, no prior studies have been done so far. Besides, the study also outlines interesting research questions for future research.

Artists’ books as a qualitative research methodology in multidisciplinary contexts

This practitioner piece outlines a novel method for practice-based research centred on the production of artists’ books. There is growing evidence for the benefits of artists publishing as an alternative route to disseminating academic research (see Bodman, ‘Towards a community of artists’ books’, 2019; Taylor, ‘The artist’s book as collaborative art practice’, 2017; Vieth, ‘The artist’s book challenges academic convention’, 2006). However, there is only limited research to help understand how the unique qualities of the artist’s book as a medium – and the processes and methods used in its creation – can be positioned to scaffold a process of mediating knowledge and hierarchies of practices. The insights from the study have significant benefits beyond art and design where they can be useful in STEAM (Science, Technology, Engineering, Arts and Mathematics) contexts, especially where this involves diverse multidisciplinary groups and specialist/non-specialist participants. The research focused on designing a practice-based method which positions the artist’s book edition as a visual verbatim facsimile. The project’s initiating concept and conceptual anchor centred on the etymology of the prefix ‘re’. As a facsimile, each iterative edition revisits, reuses and reassembles, making visible the traces of individual interpretations and interventions as well as the technologies and materials deployed in the process of collaboration. As shown through the study, the method proposed offers an inclusive collaborative process where progressively more complex relationships are formed and synthesized through subsequent editions. A series of four iterative editions were developed through the study, each following a cyclical method involving three phases: (1) transcription and documentation; (2) constellation and translation; and (3) publication.

Creative Thinking in Art and Design Education: A Systematic Review

This study aims to identify and analyze relevant characteristics associated with creative thinking, particularly in arts and design education. A systematic literature review was conducted following the PRISMA protocol, utilizing the Scopus database, where 292 studies were retrieved through search strings. From these, 187 studies were selected for the final analysis. The results highlight an emphasis on experiential learning, STEAM (Science, Technology, Engineering, Arts, and Mathematics), and interdisciplinary approaches as prevalent educational methodologies for fostering creative thinking. The identified techniques include interdisciplinary projects, artistic practices, nature-based activities, and the use of digital tools. The core skills identified include originality, fluency, flexibility, and elaboration. Furthermore, it was observed that most of the studies were conducted in higher education institutions. The study underscores the urgency of promoting research in specific regions, such as Latin America, to contribute to advancing and enriching the educational landscape in these areas. Additionally, it emphasizes the importance of fostering creativity from an early age. The significance of this study lies in its contribution to more effective pedagogical practices for the development of creative thinking that positively impacts education and prepares individuals for the challenges of the 21st century.

Pengembangan Kurikulum Berbasis STEAM (Science, Technology, Engineering, Arts, and Mathematics) untuk Meningkatkan Kreativitas dan Kemampuan Berfikir Kritis

In learning process activities, the curriculum is really needed as a guide to setting targets and making the teaching and learning process easier. The curriculum will be easy to implement through several approaches, one of which is a STEAM (Science, Technology, Engineering, Arts, and Mathematics) based approach. This research aims to analyze the development of a STEAM-based curriculum to increase creativity and critical thinking skills. The research method used is the literature review method. Sources of information can be books, journals, ebooks, or other scientific articles. The results of this research are that the STEAM approach is able to increase students' creativity and critical thinking power. The STEAM learning model is a learning innovation that can be applied at all levels of education. It is designed to equip students with various skills to face various changes in the world, including the challenges of advances in science and technology in the field of education.

The impact of STEAM education using robotics on the executive function of typical and ADHD students along with developmental exploration

Educational Robotics (ER) is a novel learning approach renowned mostly for its effects on scientific academic disciplines such as science, technology, engineering, arts and mathematics (STEAM). According to recent research, ER can also influence cognitive development by increasing critical reasoning and planning abilities. The purpose of this study was to quantify the potential of ER to empower Executive Functions (EF), including the ability to govern, update, and program information. Executive Function (EF) refers to a complex set of cognitive control processes required for adaptive daily functioning. EFs are more predictive of intellectual progress, health, wealth, and quality of life over the life span than IQ or socioeconomic position. Evidence suggests that EFs can be divided into three core capacities (working memory, inhibition, and shifting), which work together to support higher-order cognitive processing (e.g., planning, problem solving) required to stay on track, resist contrary impulses and distraction, and pursue more-positive (rather than most-immediate) outcomes. Given the importance of EFs, there is a growing interest in enhancing them. The current study sought also to validate the ER's efficacy on EF in children with ADHD.

Prioritizing STEAM Education from the Start: The Path to Inclusive and Sustainable STEAM Education

This study highlights the significance of prioritizing STEAM (Science, Technology, Engineering, Arts, and Mathematics) education from the early stages of learning as a crucial step towards achieving inclusive and sustainable STEAM education. The study adopted a critical discourse analysis (CDA) and an allegory method entitled 'The Ancient Multi-Story Building'. The CDA involved studies, reports, and news on STEM-related and STEM initiatives in Ghana. The findings revealed a substantial gap in early childhood and primary education STEAM initiatives, largely due to prevailing misconceptions about these levels of education. The allegory of the 'Ancient Multi-Story Building' further explains the adverse impact of this gap by metaphorizing the flawed approach of initiating and investing in upper-level STEAM education while neglecting the lower-level years, much like a village constructing a multi-story building focusing on the higher floors without solidifying its base; obviously, the results will be disastrous. Similarly, the findings show that previous STEM-related initiatives in Ghana focusing on upper-level education have often been inclusively ineffective. The allegory further points out that the few students who thrive in these lopsided STEM-related pathways are typically those from affluent backgrounds with the necessary support. The study indicated that starting STEAM education in the early years of education has the potential to promote gender equity, cultivate critical thinking skills, and develop a positive attitude towards STEAM subjects among all young learners. This study, therefore, lays the groundwork to propose a strategic framework for early childhood and primary STEAM education in Ghana and other similar contexts.

Parental Perceptions of STEAM Education of Early Childhood Education for Social Development:A Case of St. Joseph Kindergarten Asmara Eritrea

In the twenty-first century, parents face the most intense competition in raising gifted kids with high STEAM (Science, Technology, Engineering, Art, and Mathematics) quality who are prepared to take on difficulties, and kindergarten is the foundation for this holistic life of the child. However, there can be no meaningful social development without parental involvement in the child's STEAM education.  The current study examines how parents view STEAM education for young children in Asmara, Eritrea's St. Joseph STEAM-integrated kindergarten to ensure healthy social development. The study used mixed techniques to identify parents' perspectives toward STEAM education and how it affects their kindergarteners' academic and social/emotional growth. It also investigated the barriers that prevent parents from becoming involved in their children's education. The quantitative data was gathered from thirty parents (n=30). On the other hand, semi-structured interviews with fifteen parents involved them. The results showed that in the kindergarten used in the case study, parents were seen as being involved at home and paying for the child's transportation and school expenses. Furthermore, it was discovered that parents encourage their kids' social and emotional growth. In addition, the study discovered a few characteristics that influence parents' perceptions of STEAM education in kindergarten, including a lack of STEAM education knowledge and awareness, a lack of time for a child's follow-up, low parental income, low educational attainment, and a lack of someone to watch the other kids. Furthermore, the current study recommends further research that incorporates various types of kindergartens with different parents to enrich the data on parental perception of STEAM education in Eritrea.

How hermeneutics can guide grading in integrated STEAM education: An evidence‐informed perspective

AbstractAddressing calls to develop assessment theories for integrated teaching and learning, we propose an evidence‐informed perspective on grading in Science, Technology, Engineering, Arts and Mathematics (STEAM) education. We leveraged a qualitative collective case study design to generate rich profiles of three exemplary STEAM teachers' grading approaches and practices. Data sources included semi‐structured interviews and artefacts of teachers' instruction and assessment practice. We analysed qualitative data from interviews and artefacts using a general inductive approach. The teachers in our study pushed back against ‘objective’ views of grading, whereby grades are composites of summative assessments, in favour of informed and contextualised grading, which aims to document and support a negotiated understanding of each student's learning journey. Teachers' grading practices aligned with a hermeneutic approach to classroom assessment validity: the teachers (a) collected and interpreted a wide range of evidence of student (re)learning; (b) centred students' perspectives and evidences; and (c) employed their professional judgement to determine students' grades. Teachers characterised grading as a process of accounting for all available evidence, blurring the boundaries between formative and summative assessment. Documenting the learning process, rather than focusing on products, can support deeply integrated learning. Importantly, the teachers supported students in documenting their own learning and negotiating their grades with reference to self‐generated evidence. This practice stands to reduce power imbalances between students and teachers and foster students' self‐regulated learning. Our findings inform a framework which STEAM educators can use to guide grading in integrated classrooms, an enduring challenge for integrated learning.

Evolving Minds: A Literature-Driven and Empirical Exploration of STEAM Skill Development and Learning Approaches

This article delves into the evolving landscape of STEAM (Science, Technology, Engineering, Arts, and Mathematics) education, a dynamic pedagogical paradigm that amalgamates “Arts” into the realms of STEM (Science, Technology, Engineering, and Mathematics). Focusing on the critical dimensions of skill development and learning approach, this study undertook a systematic literature review spanning 2018 to 2022. The examination of contemporary literature sheds light on students' evolving attitudes and perceptions toward integrating Arts within STEM subjects. To augment this exploration, an empirical survey was conducted, gathering insights from students from diverse European countries and spanning various levels of pedagogy. This combined study unveils intricate correlations between specific forms of Arts and the skill sets essential for fostering innovation and entrepreneurship. Additionally, it delves into the learning approaches that resonate with students as they navigate the complexities of this transformative pedagogy.  As education evolves, this article encourages readers to delve into how students view STEAM education. It provides insights into how STEAM education can help shape versatile innovators and entrepreneurs ready to tackle future challenges.

Analysis of students’ scientific reasoning ability on static fluid topics

The aim of the research was to identify the Scientific Reasoning abilities of high school students on the topic of Static Fluids. This type of research is a quantitative survey design. This survey research involved 78 class XII students at a private high school in East Java, Indonesia who had taken the material. This research uses a Scientific Reasoning Test instrument in the form of an essay with 7 questions at the HOTS level with Cronbach’s Alpha reliability of 0.77. The data was analyzed using descriptive statistics followed by classification based on the Static Fluid subtopic and level of Scientific Reasoning ability. The survey results show that the average score of students is 20.15 with a concrete operational level. The results of other studies indicate that the subtopics all at the concrete operational level. Meanwhile, if we look at the scientific reasoning indicators, it is found that the proportional reasoning indicators are the most problematic, with an average of 18.43 level 1. Scientific reasoning abilities are related to the mastery of concepts and learning experienced by students, therefore it is necessary to use learning that can explore these abilities such as Science, Technology, Engineering, Art and Mathematics (STEAM).

Evaluación del aprendizaje de las matemáticas en un taller de composición musical aplicando las herramientas del enfoque Ontosemiótico

Abstract The mathematical music composition workshop, an endeavor that integrates mathematics and music majors, is a concrete example of a STEAM (science, technology, engineering, arts, and mathematics) project. In this article, the authors analyze how mathematics students and music composition students have worked together, have learned to interpret specialized languages from one another, and have presented their results to a public interested in the relationship that guards these two disciplines. The goal of improving the understanding of abstract mathematical concepts through the application to musical structures is analyzed using the Onto-semiotic Approach (OSA). This framework sheds light on some of the written and oral manifestations of the students who participated. The mathematical competence that the participants were expected to achieve through this interdisciplinary endeavor are privileged in this article over the music education goals (which were also present).

초등 STEAM 연구동향 분석

This study analyzes the research trends in master’s and doctoral dissertations on elementary STEAM (Science, Technology, Engineering, Arts, and Mathematics) published between 2012, when STEAM gained prominence, and 2022. To that end, four research contents were identified. A total of 190 theses were selected for final analysis after searching the “elementary STEAM” keyword in the Korea Education & Research Information Service database. The analysis criteria included thesis characteristics (publishing year, publishing university, and intended degree), research purposes and subjects, and research objects and methods. Research methods involved frequency analysis and cross-tabulation analysis by reviewing the relevant literature and utilizing Excel. The specific conclusions drawn from this study are as follows.
 First, regarding publishing years, 29 theses were published in 2013, 28 in 2017, and 26 each in 2014 and 2015. Regarding publishing universities, the Gyeongin National University of Education took the lead with 47 theses, followed by the Seoul National University of Education (27) and the Busan National University of Education (18). In terms of degrees intended for publication, master’s degrees comprised the majority of publications with 177 theses, while only 13 were doctoral degrees. Second, regarding research purposes, 86 theses were published on influence and effect, 35 on development, 34 on development and application, and 18 on analysis. Concerning subjects, 79 theses focused on science, followed by 38 on STEAM, 29 on arts and sports, 15 on practical studies, and 12 on mathematics. Third, regarding research objects, 145 theses focused on students, 26 on works of literature, and 19 on teachers. In terms of methods, 139 theses employed quantitative research, 32 were literature reviews, and 12 were qualitative research. Based on these findings, future studies should consider subdividing the analysis criteria in terms of research purposes, subjects, and methods.

Implementing and Facilitating STEAM Problem-Based Learning From the Perspective of Teacher Leadership

Science, Technology, Engineering, Arts and Mathematics (STEAM) education taught through Project- Based Learning (STEAM PBL) has expanded across 22 states in the United States in the last two years. The literature on STEAM teaching is just emerging with most of the studies having focused on descriptions of newly established STEAM schools and how the teaching methods have been incorporated in classrooms. These studies have mainly used qualitative research or case study design. While the majority of the studies have described what is going on in terms of STEAM teaching, little is known about what type of school leadership can best facilitate the implementation of STEAM PBL. This study explores this gap by examining the source, process, practices, and effect of teacher leadership in relation to the implementation of STEAM PBL. Data from 18 interviews with teachers in eight middle schools in a southern low-performing district point to the importance of ongoing, hands-on professional development, effective professional learning teams of teachers, and teacher leadership for the effective implementation of STEAM PBL teaching.

Augmenting the Impact of STEAM Education by Developing a Competence Framework for STEAM Educators for Effective Teaching and Learning

STEAM (science, technology, engineering, arts, and mathematics) education is gaining increasing attention worldwide, with many initiatives being implemented to promote its adoption and effectiveness; thus, its successful integration into educational systems has become increasingly critical. Educators will play a central role in this integration; that is why it is critical to assess their needs, map the necessary roles and competences, and provide the means to guide their professional development in a systematic way. To address these requirements, our study introduces the STEAM Competence Framework for Educators (STEAMComp Edu), as a culmination of literature reviews, expert consultations, and empirical validation by 302 educational professionals, policymakers, and scholars. The framework includes 41 vital competences, organized across 14 competence areas, from five broad educators’ perspectives. STEAMComp Edu captures STEAM educators’ roles, from teaching methods to community engagement, and stands as a pivotal tool in enhancing STEAM education quality and effectiveness. This paper also highlights STEAMComp Edu’s significance in the professional development of educators and focuses on the framework’s value in developing self-assessment tools and in designing STEAM educator occupational profiles that are aligned with the ESCO (European Skills, Competences, Qualifications, and Occupations) standards, thereby contributing to a more structured and recognized approach in the field of STEAM education.

Pengembangan Bahan Ajar IPA melalui Pendekatan STEAM untuk Meningkatkan Hasil Belajar pada Siswa Adi Widya Pasraman

This research conducted because of the lack of teaching materials in general subjects, especially science, at Adi Widya Pasraman. This research aims to develop science-teaching materials using the steam (science, technology, engineering, art, and math) approach to improve students learning outcomes at Adi Widya Pasraman. The method used in this research is Research and Development, with the ADDIE (analysis, design, development, implementation, evaluation) approach. The stages in the ADDIE approach (analysis, design, development, implementation, evaluation) namely needs analysis, designing teaching materials, developing teaching materials, implementation and evaluation. The teaching material product that will developed in this research is a Google web site, which can accessed via gadgets or computers. This research carried out at Adi Widya Pasraman in East Kolaka Data collection carried out through observation, interviews, tests, and questionnaires. Data analyzed using validation, evaluation, revision and implementation stages. The results of this research are in the form of needs analysis data, where students really need teaching materials in general learning, which can be accessed easily, and contain material that is adaptive to education at Adi Widya Pasraman, and is easy to implement for students. Based on the needs analysis and literature study carried out, the STEAM (science, technology, engineering, art, and mathematics) based science teaching materials at Adi Widya Pasraman are very feasible.