Science, Technology, Engineering, Arts, Mathematics Research Articles

Affective domain and mathematics achievement of Colombian students under multiple correspondence analysis

The literature review indicates that age is a variable related to the students' affect toward mathematics in such a way that the older they are, the less affection they feel for mathematics. In the case of the Department of Norte de Santander, the administration is going to carry out an educational program for 2050, whose aim is to make this region a science, technology, engineering, arts, mathematics (STEAM) territory, for which it is necessary for students, regardless of the grade, to reach optimum levels in the management of mathematical competencies. Therefore, having a picture of the department's situation in this respect is relevant. To this end, this research aims to apply a quantitative and descriptive methodology on the affective domain and achievement in mathematics to determine whether these vary with the students' grade level. A non-probabilistic sample of 2,729 students from fourth to eleventh grades (9 to 18 years old) from 13 educational institutions in a region of northwestern Colombia was used. The instrument used characterized the affective domain toward mathematics (attitudes, beliefs, and emotions) and math achievement, taking grade as the independent variable. A multiple correspondence analysis (MCA) was carried out to depict the affective domain toward mathematics in relation to grade level, considering whether students like the subject and achievement as factors. The results allow us to identify that for beliefs and attitudes, the favorable values are located toward the positive axis of the abscissae, contrary to what is found for emotions. It is noteworthy that students in the lowest grade, fourth grade, show positive beliefs, attitudes, and emotions toward mathematics as well as high achievement, while those in the last grade, eleventh grade, show low values of the three components, besides low performance. This situation is worrying as mathematical knowledge is integral to everyday life and is necessary for citizens in the development of any profession. For this reason, relevant administration should take this into consideration when developing the STEAM program in order to promote an improvement in mathematical performance by supporting students in developing their affect toward mathematics.

КЫРГЫЗ РЕСПУБЛИКАСЫНЫН БИЛИМ БЕРҮҮ СИСТЕМАСЫНДАГЫ STEAM ТЕХНОЛОГИЯСЫНЫН МЕТОДИКАЛЫК ӨЗГӨЧѲЛҮКТӨРҮ

STEAM (Science, Technology, Engineering, Arts, Mathematics) is an integrated approach to learning that emphasizes the importance of combining science with art and design. This article examines the methodological features of introducing STEAM technology into the educational system of the Kyrgyz Republic, and also explores the contribution of this approach to sustainable education and development of the country. The article analyzes the main components of STEAM education, presents methods and practical aspects of its implementation, and also evaluates the results and prospects for further development of this area. The article reveals the methodological features of the introduction of STEAM technology, such as the integration of subjects, the active participation of students and the use of modern technologies, which play a key role in achieving this goal. This can contribute to the sustainable development of the country and increase its competitiveness on the world stage.

KAI STEAM SUJUNGIA GAMTOS MOKSLUS IR VISUOMENINĮ UGDYMĄ

STEAM (Science, Technology, Engineering, Arts, Mathematics) is emerging as an important link in modern education, seamlessly integrating different disciplines and fostering creativity and critical thinking. STEAM is particularly useful for children aged 5-8, whose genuine interest and curiosity actively engage them in learning this educational approach. It not only enriches students, but also inspires teachers to use innovative approaches to teaching different subjects. Science education is increasingly becoming an integral part of STEAM, in line with Lithuania's education strategy "Lithuania 2030". Successful STEAM education depends on a supportive school environment, effective leadership and teacher competences. This educational concept is in line with the objectives of the Strategy for Progress, with its emphasis on personalised learning and the formation of an innovative society. In the study, the integration of STEAM subjects allowed pupils to explore the links between disciplines and to apply theoretical knowledge in practice. The results revealed successful learning: students acquired knowledge about medieval castles and developed creativity, problem-solving, teamwork and critical thinking skills by designing and building castles in groups. Keywords: primary education, STEAM education, educational activities, knowledge and skills

The Impact of Integrated STEAM Education on Arts Education: A Systematic Review

Integrated Science-Technology-Engineering-Arts-Mathematics (STEAM) education, an educational approach that is steadily expanding and bringing positive results within various scenarios, is successfully implemented and promoted in various countries. However, it has often been noted in the specialized literature that the incorporation of the arts into STEAM proposals is often at the service of the other disciplines, in that authentic artistic content is scarce or non-existent. It is therefore necessary to ascertain the place of the arts within this approach, so as to move towards their inclusion in an authentic manner. Thus, with the aim of knowing the characteristics of STEAM educational proposals and determining the impact of integrated STEAM education on the development of artistic competencies, this study presents a systematic review of STEAM proposals within Primary and Secondary Education. The results show the very limited impact of this approach on arts education; although the evaluation of artistic competency development has had positive impacts, it has been contemplated in very few studies. Our conclusions reflect on some necessary considerations with which to achieve an authentic and meaningful integration of the arts within STEAM education, opening the door to a conversation on what was previously a gap in the literature.

Evaluation of Blended Teaching in STEAM Education Using Structural Equation Model Questionnaire Technology

Science-technology-engineering-arts-mathematics (STEAM) education is an interdisciplinary education model that breaks the barriers between disciplines and comprehensively cultivates the problem-solving ability of students. Online education has been increasingly recognized by learners by virtue of its unlimited time and space, repeatability, and rich teaching resources. Based on the concept of STEAM education, the blended teaching model integrates the advantages of traditional teaching and online education, sustainably innovating classroom teaching and exerting a far-reaching effect on the current education and teaching reform. In this study, the related questionnaires regarding the evaluation of blended teaching effect under the perspective of the STEAM concept were combed, and questionnaire measurement questions with regard to the evaluation of blended teaching effect were then designed. The effects of online-offline teaching environment, online teaching resource, and offline teaching process in blended teaching on the learning satisfaction of college students were measured via the Structural Equation Model (SEM) questionnaire technology. Results show that the overall Cronbach’s α coefficient of this questionnaire is 0.796, and the KMO value is 0.828, which is greater than 0.8, indicating the excellent reliability and validity of the questionnaire. Under the blended teaching model, the online-offline teaching environment and offline teaching process generate significantly positive effects on learning satisfaction. Online teaching resources exhibit a positive, yet insignificant, promoting effect on learning satisfaction. The study results are of important reference values for understanding and analyzing the online-offline interactions in blended teaching and identifying the main problems therein. Ultimately, the goal is to clarify the direction for improving blended teaching and designing blended teaching strategies that promote students’ learning engagement, leading to practical interventions.

Bringing students closer to the issues of indoor environmental quality and technology using nEMoS device: an experience in Albania

The article presents the outcomes of a monitoring campaign and a survey performed in a~school building in Tirana. Included in the Bilateral Agreement between the National Research Council of Italy and the Ministry of Education and Sport of the Republic of Albania, the research is based on environmental analysis, collection of data from monitoring of environmental variables and students' feedback. The monitoring of Indoor Environmental Quality (IEQ) was carried out with a~nearable Environmental Monitoring System (nEMoS) for IEQ purposes, designed and developed by ITC-CNR based on the Do-It-Yourself (DIY) philosophy. The proliferation of the maker movement philosophy has promoted the diffusion of DIY-based technologies. The spread of this movement is observed outside schools but there is a growing interest among educators to introduce this philosophy in the students' education, approaching to STEAM (Science Technology Engineering Arts Mathematics) in a different and more stimulating way. The application of two nEMoS devices in two classrooms (in different locations) aroused the curiosity of students, bringing them closer to the world of technology with a practical example. It also increased their awareness about the overall IEQ conditions in the classrooms where they spend a considerable part of their lives.

Capacity Building for Engineering Training and Technology via STEAM Education

This paper reports the “Capacity building for innovative engineers through STEAM education” project conducted at Kazakhstan’s Saginov Technical University (‘STU’) and funded by the Science Committee of the Ministry of Education and Science of the Republic of Kazakhstan (Grant No. AR09260338). The problem of intercultural communication and the ability to collaborate, the issues of critical thinking development, and using the creative approach to solving professional tasks remain weak in the system of engineering higher education in Kazakhstan. STEAM Education appears to serve a role in overcoming the problem. Conducting a comprehensive study of the world experience and developing strategies for introducing STEAM into the educational process at Kazakhstani universities based on multifactor SWOT analysis made it possible to form several STEAM approaches for innovative engineering education. In the paper, we present the STEAM (Science-Technology-Engineering-Arts-Mathematics) Education framework for innovative training of engineers developed based on the best practices from around the world. This framework focuses on sustainable engineering education for intercultural communication, creative industry, and creative cooperation. In developing the STEAM Education framework, the researchers applied a methodology that included classification and comparison of international STEAM Education practices, analysis of regulatory documents, and statistical data in the sphere of education and multifactor SWOT analysis.

Analysis of Understanding and Readiness of Elementary School Teachers on the Implementation of the STEAM (Science, Technology, Engineering, Arts, Mathematics) Approach

The application of integrated thematic learning and scientific approaches to the 2013 curriculum in Indonesian elementary schools can be done using the STEAM (Science, Technology, Engineering, Arts, Mathematics) approach because learning activities in the 2013 curriculum have been developed based on themes, sub-themes and lessons that have been adapted to life and student environment. Of the total respondents in the study, 37.6% understood the STEAM approach well, 40.8% expressed doubt, and 21.6% did not know about it. The results of the interviews with several teachers indicated that STEAM is art-based learning and that the elementary school teachers’ understanding of STEAM is far from its real nature. Based on this, the researchers have used a descriptive–analytical design to analyze the understanding and readiness of elementary school teachers toward the implementation of the STEAM approach in eight districts of Central Java Province. The results showed that teachers did not fully understand the concept or practice of learning using the STEAM approach despite having delivered projects based on STEAM. The authors, therefore, recommend that teachers must pay attention to the readiness and needs of students, and design and prepare STEAM learning tools based on the descriptions of basic competencies and indicators on the themes, sub-themes, and lessons that will be taught to the students.
 Keywords: teacher understanding, teacher readiness, implementation of STEAM (Science, Technology, Engineering, Arts, Mathematics)

[Reform of biology experiment teaching in the context of "Strengthening Basic Disciplines Program"-taking the course of comprehensive biology design as an example].

Talent training is the core of future national competition. "Strengthening Basic Disciplines Program" is an important initiative exploring the training mode for top-notch creative talents in basic disciplines, and an important measure to meet the needs for fostering future talents. The students enrolled in the "Strengthening Basic Disciplines Program" often have excellent grades and strong motivation, which puts forward new requirements and new goals for the talents training mode. Among them, the teaching reform under the background of "Strengthening Basic Disciplines Program" is imperative. The science, technology, engineering, arts, mathematics (STEAM) education concept is an interdisciplinary comprehensive educational philosophy that happens to coincide with the philosophy of the "Strengthening Basic Disciplines Program". In view of this, the School of Life Sciences of Tianjin University has explored and practiced the reform of biology experimental teaching based on the objective of fostering biology talents in the context of "Strengthening Basic Disciplines Plan" and the STEAM education concept, by taking the course of comprehensive biology design as an example.

The Influence of Science Technology Engineering Arts Mathematics-Based Psychological Capital Combined With Ideological and Political Education on the Entrepreneurial Performance and Sports Morality of College Teachers and Students.

This study aims to alleviate the current tense employment situation and study the entrepreneurial situation of teachers and students in colleges and universities. Firstly, based on the educational concept of Science Technology Engineering Arts Mathematics (STEAM), Ideological and Political Education (IPE) is added to psychological capital to explore the effect of the combination of the two on entrepreneurial performance. An entrepreneurial performance impact model is constructed, and the questionnaire is set. Secondly, the influence of psychological capital combined with IPE on sports morality is explored, and a sports morality questionnaire is designed. Finally, the questionnaire results are analyzed. The results showed that most of the participants in the survey are under the age of 25. The 25- to 29-year-olds are the smallest among those surveyed. The respondents who participated in the survey had the most undergraduate degrees, accounting for 43.4%. The 40 items on entrepreneurial performance this time obey a normal distribution, and the scale has good reliability and validity. The main factor analysis results obtained by principal component analysis include 6 factors. Their total explanatory power exceeds 67%, and the six factors screened out this time are well represented. The model tolerance is between 0.45 and 0.5, and the Variance Inflation Factor (VIF) value is less than 10. The scale does not suffer from multi-collinearity issues. IPE significantly strengthens the effect of psychological capital on entrepreneurial performance. The influences of various sports on sportsmanship, bravery, self-confidence, and self-transcendence are significantly different, and the P value is less than 0.001. The difference in aggressiveness is less than 0.01, indicating that it is very significant. Different sports have significant differences in the cultivation of sports morality, and the P value is less than 0.05. The differences in self-discipline are also significant, and there are extremely significant differences in compliance with rules, and the P value here is less than 0.001. There are no significant differences in sporting qualities. IPE combined with psychological capital has a significant impact on entrepreneurial performance. These contents provide references for the entrepreneurship education of teachers and students in colleges and universities. The contribution lies in expanding the research on psychological capital in entrepreneurial performance and laying a foundation for the combination of psychological capital and IPE.

Evaluating Technology-Enhanced, STEAM-Based Remote Teaching With Parental Support in Luxembourgish Early Childhood Education

During COVID-19 confinement, we observed numerous challenges in using educational technology in early childhood Science–Technology–Engineering–Arts–Mathematics (STEAM) education in Luxembourg. Thus, we designed a conceptual framework on parent-assisted remote teaching with active uses of educational technology supported by cycles of design-based research. After a previous study utilizing computer-aided design (CAD) software and three-dimensional (3D) printing in primary education, we used our initial findings to work with 12 early childhood students (ages 4–6), together with their teachers and parents in the second remote teaching period in Luxembourg. We created a STEAM modeling task with CAD software on robots and collected data through chat responses, messageboards, and online communication channels during a 3-week period. Here, we observed new roles in the parent–child relationship while learning STEAM in remote teaching with technology, and new opportunities in using educational technology overall in early childhood education. In this article, we have described findings that are likely to influence students’ learning and parent-assisted teaching, in particular parents and students’ perceptions and motivations, together with the way in which parents provide technical knowledge and support in remote early childhood STEAM education.

Development of a Climate Change SSIBL-STEAM Program Aligned to the National Curriculum for SSI Elementary School in Korea

Abstract This study describes the development of a climate change SSIBL-STEAM program that was aligned to the Grade 6 elementary school national curriculum using the ADDIE model for design. The efficacy of the climate change SSIBL-STEAM program was investigated by measuring the impact of the program on cultivating elementary students’ personalities (sociality, morality, emotion) and STEAM (Science, Technology, Engineering, Arts, Mathematics) competencies (convergence, creativity, challenge, caring). Twenty-five Grade 6 students and three public elementary school teachers participated in this study. Data were collected using two instruments designed to examine character and STEAM competencies before and after the program. Additionally, field notes and student learning outcomes were collected and qualitatively and quantitively analyzed. The results indicated that students improved significantly in their character and STEAM competencies, especially morality, emotion, and convergence factors. This study was expected to be an example of the combined approach with SSIBL and STEAM.

Science Technology Engineering Arts Mathematics (STEAM) Approach for Learning Science in Junior High School

This study aims to determine how the application of the STEAM approach to science learning in junior high school. The research was conducted by giving questionnaires to science subject teachers at the junior high school level in Surabaya, Sidoarjo, and several surrounding areas. Based on the results of the questionnaire given to the science teacher, it showed that 72% of the STEAM approach had been understood by the science teacher, 12% said they did not understand the STEAM approach and the remaining 16% answered doubtfully whether they understood the STEAM approach in science learning. However, only about 50% of science teachers who understand carry out learning using the STEAM approach. As many as 28% stated the lack of supporting articles for implementing the STEAM approach. Another result stated that 56% of teachers had difficulty in referencing learning tools with the STEAM approach which had to be adapted to school conditions and another 16% needed training to apply the STEAM approach to be applied in learning. Based on the results obtained, the largest percentage needed by teachers to help implement science learning using the STEAM approach is the need for learning tools. Therefore, STEAM-based learning tools really need to be developed, especially for the science teaching and learning process.

Exploring the Effectiveness of STEAM-Based Courses on Junior High School Students’ Scientific Creativity

The purpose of this study is to explore the effectiveness of a STEAM (Science, Technology, Engineering, Arts, Mathematics) -based curriculum on junior high school students’ scientific creativity. The main topic of the STEAM-based curriculum in this study is an ancient mechanical clock that was designed and produced by the authors’ team. Further, the main concept of the ancient mechanical clock is about a gear wheel. Hence, this study designed two stages of courses which were gear wheel science courses (2 weeks) and STEAM-based courses (2 weeks). A total of 62 junior high school students from two different courses participated in this study and were divided into a control group and an experimental group. This study adopted a counterbalance design. The control group joined gear wheel science courses first and joined STEAM-based courses second. In contrast, the experimental group joined STEAM-based courses first. Both groups were asked to complete a pre-test, a middle-test, and a post-test by completing the “Scientific Creativity Test (Cronbach’s α 0.87)”. The results from paired t-test analyses showed that control group students did not show significant differences in scientific creativity before and after joining the gear wheel science courses, but they got significantly higher scores after joining STEAM-based courses than before. On the other hand, the experimental group students got higher scores in scientific creativity after joining STEAM-based courses than before, and persisted in getting higher scores after joining the gear wheel courses than before. Furthermore, the results implied that the STEAM-based courses might help students maintain or continue their scientific creativity. Further discussion is provided.

P68 A Formative Evaluation of a STEAM and Nutrition Education Summer Program for Low-Income Youth

<h3>Background</h3> Project Science and Technology Reinforced by Innovative Dietary Education (Project stRIde) aims to provide a science, technology, engineering, arts, mathematics (STEAM), and nutrition education curriculum to low-income, racially and ethnically diverse, incoming 5th and 6th-grade youth. A formative evaluation of Project stRIde was conducted from May-July 2020 to gain insights from expert content reviewers and identify revisions before piloting. <h3>Objective</h3> The objective of this study was to conduct an expert content review of the Project stRIde curriculum to assess the content, cultural sensitivity, feasibility, and curriculum standard adherence to inform revisions to the curriculum. <h3>Study Design, Setting, Participants</h3> Nine experts spanning the fields of nutrition education, cultural competency, elementary education, summer youth programming, and STEM outreach were recruited to participate in an expert content review survey and virtual interviews. <h3>Measurable Outcome/Analysis</h3> Experts completed a 63-item questionnaire containing open- and closed-ended questions covering the lessons. Virtual interviews included follow-up questions. Interviews were recorded, transcribed, and coded in NVivo by 2 coders. An inductive approach was used to identify themes. <h3>Results</h3> Inter-rater reliability for the 2 coders yielded an unweighted kappa value of 0.83. Seven core themes were identified: (1) effectively promoting youth engagement, (2) increased lesson guidance or support needed, (3) activity difficulty for age, (4) time, (5) confidence in teaching lessons, (6) cultural appropriateness, and (7) strengths of curriculum in promoting STEAM education and innovation. Reviewers agreed that the lessons were accurate, incorporated STEAM concepts, and were culturally appropriate for this population. All 9 experts contacted completed the survey and interview. They all agreed that they would be confident in delivering the curriculum themselves. <h3>Conclusion</h3> An expert content review by a diversified panel as part of a formative evaluation process is an effective way to develop an engaging, age-appropriate curriculum.

What is the capacity of A in the contexts of STEM?

ABSTRACT This article is based on a meta-approach to the results of two separate studies and concerns the areas of STEM (science, technology, engineering, mathematics) and STEAM (science, technology, engineering, arts, mathematics) in early childhood education. One of the studies focuses on how preschool teachers understand STEM and how it is taught in the preschool. The other concerns children’s perspectives and strategies in their use of digital technology as part of the preschool’s arts activities. Methodologically, the researchers have developed the idea of reading one study through the other using a meta-approach design. The results from this analytical approach show how different aspects of children’s agency in play and aesthetic activity in the art room (i.e. atelier) can develop and inspire the teachers’ pedagogical content knowledge in the subjects of mathematics and science. The results of following children and their processes and actions in the atelier can also influence teachers’ knowledge and didactic choices in selecting teaching content and strategies. The findings are considered useful for educators and researchers in the field of early childhood education.

Game Jams for Learning and Teaching

Game jams are intensive events focusing on creation. Their popularity and visibility have soared in recent years. The phenomenon has attracted the attention of scholars interested in education and learning, and the potential of game jams has been studied in various ways. Increasingly, game jams have come to be viewed as a site for learning. They are seen as activities for developing technical skills needed for digital game development, developing so-called soft skills such as collaboration and communication skills and as a way to teach and learn science, technology, engineering, arts, mathematics (STEAM) skills. In this article, the educational aspects of game jams are explored from multidisciplinary points of view. Combining education science, design research, and game studies, the authors position game jamming at the intersection of these disciplines to explore its various learning dimensions. This positioning provides a starting point for future studies of game jamming in the context of learning and teaching and invites discussion from diverse fields of study.

STEAM in practice and research: An integrative literature review

This integrative review examines 44 published articles (empirical, descriptive, and pedagogical frameworks) on the topic of STEAM (Science, Technology, Engineering, Arts, Mathematics) education from 2007 to 2018. Despite the emergence of STEAM as a popular pedagogical approach for enhancing students’ creativity, problem-solving skills, and interest in STEM fields, the definitions and purposes of STEAM education remain ubiquitous. Therefore, the review examined descriptions of the overall purpose of STEAM education, definitions of the STEAM acronym and the ‘A’ in STEAM, creativity as a learning outcome, elements of arts education, and arts education learning outcomes. The review found a myriad of definitions of the STEAM concept in general, a variety of interpretations for the “A” in STEAM, and an overall lack of reported learning outcomes in the areas of creativity, problem-solving, and arts education. The articles also differentiate in methods for merging STEAM disciplines, described in one of five ways: transdisciplinary, interdisciplinary, multi-disciplinary, cross-disciplinary, and arts-integration. Recommendations are provided to advance both research and practice in STEAM education.

Development and Effect of H-STEAM centering on Secondary Education of Korea

The purpose of this study is to develop and analyze the meaning and contents of the “H-STEAM teaching & learning model” which combines Science, Technology, Engineering, Arts & Mathematics (STEAM) with the elements of Humanities. We developed this model based on the key competencies linked with career path for middle school students in Korea, with the recognition of two issues. First, the existing Korean STEAM education lacks the elements of humanities, thus failing to achieve an authentic convergence education. Second, it is necessary to develop a program that might correspond to the Free Semester Program that was first introduced in 2013, and implemented at full scale in 2016 for middle school students in Korea. The advantages of H-STEAM are as follows: First, H-STEAM enables students to flexibly think while traversing the physical world and the symbolic world in the process of dealing with the daily problems. Second, it combines advanced technology with human sensibility and imagination, and enables students to derive creative outcomes that stimulate their minds. Third, it makes students feel and realize a point of contact between the subject that students learn, and jobs of the real world.

Meta Analysis of STEAM (Science, Technology, Engineering, Arts, Mathematics) Program Effect on Student Learning

Meta Analysis of STEAM (Science, Technology, Engineering, Arts, Mathematics) Program Effect on Student Learning