STEAM Learning Research Articles

Implementation of STEAM and Thematic Learning Models Assisted by STEMATIK Learning Media in Elementary School

Learning is not only about giving theories, but instilling concepts is more important to teach to students. One of the concepts instilled in mathematics, namely the arithmetic material of addition and subtraction for elementary school. STEMATIK learning media supports students' understanding in introducing the arithmetic concepts of addition and subtraction for lower elementary school classes. This research aimed to explain the component analysis of integrating STEAM and thematic learning using STEMATIK learning media, to describe the importance of using learning media in enhancing students’ independence and motivation to learn, and to present the results of using STEMATIK learning media as a tool for learning mathematics. The research method employed was a quasi-experiment. Quantitative data analysis was conducted to analyze the data collected from the research instrument, including validation instruments by two experts in the form of learning media feasibility instruments and pretest and posttest assessment results on 31 elementary school students on the control group and the experimental group. The validity test used T-test by SPSS application. The product development process was based on the ADDIE model, a systematic approach that includes five stages: analysis, design, development, implementation, and evaluation. The method used in this research was the descriptive, qualitative and quantitative method. The research results show that for the validity test the increase in knowledge scores significantly using the T test with the SPSS application produces two sides of less than 0.001. The level of student learning independence is good, achieving a score of 68,14, which according to the category is considered good. The percentage for the student learning motivation category falls into the high criterion. The result of these indicators shows a score of 83, which is categorized as high.

Development of STEAM learning media-based on coding scratch game on the material of the characteristics of living things for elementary school

Development of STEAM learning media-based on coding scratch game on the material of the characteristics of living things for elementary school

Developing a New Model for Achieving Flow State in STEAM Education: A Mixed-Method Investigation

The flow state is a mental state in which a person is fully immersed in an activity and experiences a sense of energized focus, full involvement, and enjoyment. It is a highly desirable state for learning, as it allows students to be more engaged and productive. However, achieving the flow state can be challenging, and there is no single method guaranteed to achieve all the conditions of this state. Additionally, this study argues that achieving the flow state is advantageous in STEAM education because it has the potential to increase student engagement and motivation, improve learning outcomes, promote creativity and problem-solving skills, and develop 21st-century skills such as collaboration and critical thinking. Therefore, this study aims to develop a new framework for achieving the flow state in STEAM education by investigating the implementation of a combined approach using impactful technology (ITU) and gamification (IGU). The framework combines impactful technology use (ITU) and impactful gamification use (IGU) to create activities that are challenging, have clear goals, provide immediate feedback, and promote action-awareness merging. A concurrent triangulation mixed-methodology research design was used, with data collected from teachers, students, and parents through questionnaires, interviews, and observations. The researcher used purposive sampling to determine the sample, which consisted of eighty-nine teachers, ten students, ten parents, and ten lesson observations. The study is significant because it is the first to propose a new model for achieving the flow state in STEAM education. The findings were used to develop the New Combined Flow Framework (NCFF), which supports achieving the conditions for the flow state in STEAM learning through the combined use of ITU and IGU. This new framework can be used by education professionals to practically achieve the flow state in STEAM classes. By understanding how to achieve the flow state, educators can create more engaging and effective learning experiences for their students, potentially revolutionizing STEAM education and making it more accessible to all students.

Affective, meta and collaborative STEAM learning

The purpose of this research was to identify synergies in affective, meta and collaborative STEAM learning, and the level of professional development structure and collaborative support needed for teachers to achieve these. Three project case studies (KIKS, STEAMTEACH and STEAMCONNECT) are examined to do this. In the KIKS (Kids Inspiring Kids in STEAM) project, student groups were issued a very open-ended challenge: “How would you get your fellow students to love STEAM?” They undertook a series of student-led intensive workshops to deliver prototypes and other teaching materials. The intensive, collaborative problem-solving Hothousing workshops focusing on Expectation shock perception enhancement, were inspired by industry practice. The successful outcomes evidenced affective, meta and collaborative learning and suggested the need for further research to develop an associated teacher professional development framework (STEAMTEACH) and also to develop further the collaborative aspect beyond the students (STEAMCONNECT). The projects together delivered over forty project outcomes judged high quality by teachers, students and researchers alike benefitted from affective, meta and collaborative, inclusive learning on many levels from students to teachers to parents to wider community collaboration including local community, business and academic experts. It was thus found that STEAM education can synergically enhance affective, meta and collaborative learning, and for this to happen, should be supported by a STEAM professional development framework and extended networking between teachers, schools, parents, education and industry experts, and community from all abilities and backgrounds.

Learning Inside the School, but Outside the Curriculum: An Extreme Case of Interest-Driven Learning in Alternative STEAM Learning Infrastructure for Schools

Choice and autonomy are central tenets of interest-driven learning. Yet, in most studies on interest in school, students’ choice and autonomy have been confined within the boundaries of the curriculum and the subject matter in question. This limits our understanding of how schools can support interest-driven learning as well as students’ interest development in educational settings more broadly. To address this gap, in this study, we have focused on student learning when they are allowed to follow their interests beyond the curriculum during school time. Building on relational and practice-based perspectives on interest, we conceptualized such extensions as productive deviations and centered on a particular case of two 6th-grade students - Tamaz and Nuri - who created two computer games during their time in the FUSE Studio, alternative STEAM learning infrastructure for schools. Our interactional analysis of Tamaz and Nuri’s problem-solving during their game-making shows that their productive deviation formed a significant learning experience for them in terms of game design and working with computers. Overall, our study contributes to discussions on fostering and supporting students’ interest-driven learning and interest development in school settings.

When engineering design meets STEAM education in hybrid learning environment: teachers’ innovation key through design heuristics

ABSTRACT Implementing STEAM education in classrooms can be enhanced by incorporating other methods to bring students flexibility during learning, such as the engineering design process (EDP) and hybrid learning. We developed design heuristics to support teachers in enhancing the quality of STEAM lessons, emphasizing EDP within hybrid learning to assist teachers in developing lesson plans. The design heuristics were implemented in three groups of online professional development programs within educational design research, with a hundred and eighty-three teachers submitting their lesson plans. We scored the lesson plans and conducted the Kruskal Wallis H test procedure. The result showed that teachers who participated in this study were likely to incorporate the key principles of design heuristics in their lesson planning practices. However, we found that there is a necessity for further exploration, especially in the variation of assessment strategies and the exploration of problems or context for STEAM learning. Therefore, the result emphasized the significance of future exploration that defines and formulates problems for STEAM activities and its implications on teachers’ lesson planning. This study harmonizes technological advancement and pedagogical practices within hybrid learning by integrating emerging technologies into lesson planning and evolving a design approach into the STEAM curriculum.

CT integration in STEAM learning: Fostering students’ creativity by making Batik stamp pattern

Creativity and problem-solving are 21st-century skills that we need to develop in our students. Research on computational thinking (CT) integration in school subjects and STEAM activities has shown a positive effect on students’ problem-solving skills and creativity. Our study extends our previous work from the integration of CT in a mathematics lesson into a STEAM lesson to develop students’ creativity. Our Math + CT activities have been developed through educational design research (EDR), and now we have added the context of arts (Batik), science (beeswax and coloring), and engineering (3D modeling and printing). Online learning was conducted with pre-service teachers and high school students. We facilitated digital fabrication by asking students and pre-service teachers to create their Batik stamp pattern from 2D to 3D to be printed. Data were collected from participants’ GeoGebra and 3D files they had created. We analyzed the data descriptively and presented participants’ creations. The result showed that students could extend their limited coding and programming knowledge to create the Batik patterns. Moreover, within a limited time, the artwork they designed significantly differs from the initial figure introduced to them. We also presented the realistic 3D-printed Batik stamp and how it worked and our limitations.

Pembelajaran Terintegrasi STEAM berbasis Kearifan Lokal: Strategi Signifikan dalam Meningkatkan 4 Cs di Abad 21

The aim of this research is to explain the impact of implementing integrated STEAM learning based on Local Wisdom in improving the 4 Cs in the 21st Century. The research method used is a case study in an elementary school, with data collection through classroom observations, interviews with teachers and students, as well as analysis of the results. learning before and after implementing STEAM learning. The data in this study were analyzed using qualitative descriptive analysis. The research results show that integrated STEAM learning based on local wisdom helps elementary school students achieve 21st century skills such as critical thinking, creativity, collaboration and communication, with an average increase of over 3,500 in each skill category. Furthermore, contextual learning by integrating local wisdom in learning makes learning more meaningful. The implications of this research provide an important contribution to the development of meaningful learning management in elementary schools to equip students with the skills needed in the future.

Preschool teachers’ perceptions of STEAM-based learning in Banda Aceh

The purpose of this study was to identify early childhood teachers' perceptions of STEAM-based learning. This qualitative research will be analyzed descriptively, and semi-structured interviews with open-ended questions will be conducted with four early childhood education (ECE) teachers in Banda Aceh. The findings show that ECE teachers' perceptions of STEAM-based learning techniques have a high potential to be implemented in Banda Aceh City ECEs, as the respondents have used aspects of STEAM in their learning. Teachers' lack of knowledge of STEAM-based learning approaches and procurement of materials and funds to fulfil STEAM learning needs are barriers to integrating STEAM in ECE institutions in Banda Aceh. More STEAM socialization and STEAM learning implementation training is needed for ECE teachers in Aceh in general.

Enhancing early childhood creativity through loose-parts media based on STEAM learning

This article examines classroom action research in which researchers and classroom teachers collaborate to understand and improve the benefits of loose-part media to increase children's creativity and the subsequent impact of loose-part media based on STEAM learning. Focusing on early childhood education, this research was carried out in collaboration with teachers provided 21 pupils 5–6-year-old at Mutiara Kasih Kindergarten in Padang City. The research procedures carried out included a combination of observation, discussion and reflection on practice in 3 cycles. Loose-part media based on STEAM learning is considered to have increased children's creativity, as shown by pre-cycle data of 6.9%. Cycle I was carried out with a creativity percentage of 15.4%, increasing to 47.1% after cycle II, and increasing to 80.42% after cycle III. This research recommends that the use of loose-parts and utilizing the surrounding environment based on STEAM learning can be implemented in kindergarten institutions.

Beyond the Acronym: Entwining STEAM Education, Self-Regulation, and Mindfulness

This study examines the philosophical constructs of Science, Technology, Engineering, Art, and Mathematics (STEAM) curricula entwined with self-regulation and mindfulness to afford students holistic learning. STEAM education is often presented as STEM, resulting in the loss of blended arts integration. The researchers present rationale for including the arts to provide students with interdisciplinary and transdisciplinary curricula that promotes increased creativity and emotive connections to learning. Blending of the arts in STEAM provides students with a greater depth and breadth of critical-thinking, creative-thinking, and social-emotional connections to content. The social capital and emotive connections students construct in STEAM learning present educators with opportunities to entwine mindfulness practices to empower students to develop confidence and competence in their STEAM abilities. Entwining STEAM, self-regulation, and mindfulness provides both a canvas and laboratory of aesthetic, holistic learning of the mind and spirit. The researchers provide instructional and clinical professional practices as well as recommendations for STEAM as a construct for not only providing opportunities for students to engage in cognitive progression, but also to assist learners in developing social, emotional, and behavioral skills for lifelong regulatory and mindfulness learning.

The Implementation of the Dilemma-STEAM Model in Fluid Dynamics Subjects through the Archimedes Screw Project

Physics is one of the sciences that is closely related to daily life. One of them is fluid material. However, understanding of physics, especially fluid material, is still relatively low. These problems can be overcome by applying a learning model that is integrated with teaching materials that have developed over time. The dilemma STEAM learning model is a learning model that can help students to understand physics based on students' experiences. The dilemma STEAM learning model has five learning stages that can make learners recognize the problem, find solutions to then solve the problem. This study aims to develop teaching materials based on the dynamic dilemma STEAM learning model based on the dilemma STEAM learning model. The development of the Archimedes Screw Project equipped with E-Modules as teaching materials was developed using the ADDIE development model. The ADDIE development model has several stages, namely Analysis, Design, Development, Implementation, and Evaluation. E-Modules are made using the Canva application which can be accessed anywhere and anytime. After the E-Module was developed, the next stage was the feasibility test of the E-Module by experts. The results of the feasibility test by media experts obtained a result of 88.3% with a very feasible category. Meanwhile, the results of the feasibility test by material experts obtained a result of 84% with a very feasible category. And the results of the feasibility test by learning experts obtained a result of 83.3%. And the readability of the E-Modul by the student after using it is 72.4% with a good read, which is demonstrated by the success of the student assembling Archimedes Screw by following five stages of the dilemma STEAM learning model.

The Role of Steam Education in Improving Student Collaboration and Creativity: A Case Study in Madrasah

The 21st century is marked by increasing technological progress and productivity. This progress has provided a challenge for the education sector to produce quality young people with adequate skills. This research examines the effectiveness of a learning approach that integrates a multi-subject called STEAM, namely science, technology, engineering, arts and mathematics, to improve 21st-century skills. These skills include collaboration, creativity, critical thinking and communication, known as the 4Cs. As a case study, this STEAM learning was given to students at two State Madrasahs in West Java. To achieve this goal, mixed methods were used. The research combined qualitative and quantitative approaches. A qualitative approach was used to observe phenomena experienced by students, learning design, and implementation. Moreover, a quantitative approach was used to analyze the impact of STEAM learning on student skills. The STEAM learning design was delivered in three learning meetings. Research findings show that the STEAM learning model by using a multi-subject approach could significantly improve students' collaboration skills. However, it did not significantly improve students’ critical thinking, creativity and communication skills. Meanwhile, student responses showed positive results on the implementation of this model. Factors that were considered to influence the implementation of this model are: Duration of learning, literacy skills and student learning experiences, as well as teacher competencies.

STEAM Learning Environment on Gamification System to Promote Innovators: A Bibliometric Analysis and Systematic Review

The STEAM learning environment with a gamification system has been found to promote innovators by enhancing creative thinking and innovation skills in students. It can engage and motivate students, making the course content come alive. The objective of this study is to provide an overview of the research conducted in the field of STEAM education with a focus on gamification, specifically examining studies published within the last six years. A bibliometric analysis and systematic reviews were performed to examine the trends in published literature on steam learning environment on gamification systems to promote innovators between the years 2018 and 2023. The retrieval of pertinent documents was conducted by employing keywords associated with “TITLE-ABS-KEY (“steam” AND “gamification” AND “innovation” AND “skill” AND “innovator” AND “learning environment” AND “ecosystem”)” in the title, abstract, and keywords of the documents. Consequently, a total of 5 documents were obtained from the Scopus database for the purpose of conducting bibliometric analysis and systematic review. The review examines the pattern of publication growth, identifies the papers with the highest citation counts, determines the primary sources of these articles, assesses the productivity of writers, analyzes the leading countries contributing to the field, and identifies the prominent subject areas within the research domain. Based on the results of our investigation, it can be concluded that Thailand exhibits the highest level of productivity in terms of publications and citations. Education and Information Technologies is widely recognized as the primary scholarly resource in its field. Through the co-occurrence of keywords analysis, we determined that the most significant keywords associated with steam learning environment on gamification systems to promote innovators are gamification, creative thinking, steam education, design thinking and digital learning ecosystem and so on. The computer science and social science domains have the highest number of published documents.

Enhancing student engagement through emerging technology integration in STEAM learning environments

AbstractEmerging technologies can potentially transform education through student engagement. The aim of our study is threefold. Firstly, we aspired to examine the validity and reliability of Reeve and Tsengs’ 4-construct (emotional, behavioral, cognitive, and agentic) engagement scale (EBCA scale). Secondly, we aimed to examine whether and to what extent the integration of emerging technology through virtual simulations (VS) in STEAM activities can improve students’ perceived engagement. Thirdly, we strived to examine how the order of integration of VS in STEAM activities affects students’ perceived engagement. A cross-over research design was used. 84 primary school students (9–10 years old) were assigned to one of the following conditions: STA (science + technology + art); SA (science + art); STA + SA; and SA + STA. The results showed that the 4-factor EBCA scale model is aligned and fits the overall sample well. It was also observed that the longer students are involved in STEAM activities, the better their perceived engagement is, and the more they work on VS, the more they develop the values of attentive listening, directing attention, and investing effort in learning. The order of integration of VS affects perceived engagement, and students who learn with them first perceive engagement better. One of the implications of our study is to examine the metric characteristics of the EBCA scale on different samples as well. Other recommendations are stated in the discussion.

Exploring Design Principles for STEAM Learning Activities Development by Science and Technology Teachers

This study explored the design principles of science, technology, engineering, arts, and mathematics (STEAM) learning activities developed by science and technology teachers for classroom practice. Through a qualitative approach, interpretive paradigm, and design-based research, 12 Bachelor of Education honours degree students were conveniently sampled. Data were collected by means of reflections and development of learning materials through the analysis, design, development, implementation, and evaluation (ADDIE) model. The study followed the design-based research stages of needs analysis, development, testing, and reflection to produce design principles, and it was underpinned by the learning theory of constructionism. The findings showcase the design principles to include design thinking, finding solutions for learning problems, creativity, and innovation applied to instructional design. The study recommends the use of design thinking pedagogies in developing teacher knowledge on STEAM classroom practice.

Exploring Design Principles for STEAM Learning Activities Development by Science and Technology Teachers

Exploring Design Principles for STEAM Learning Activities Development by Science and Technology Teachers

Literature Review: Inquiry Social Complexity-STEAM Model Based on Math Trail-Virtual Reality Activity Nuanced with Javanese Culture in Improving Critical Thinking Ability

Purpose of the study: Analyse various literature studies on the Inquiry Social Complexity-STEAM model based on Math Trail-Virtual Reality activities with Javanese cultural nuances in improving students' critical thinking skills. Methodology: This research method uses a literature review. Researchers look for data from books, journals, or relevant research articles and include them in the findings and discussion section to reach a conclusion. This research uses descriptive qualitative data analysis techniques to study literature by describing the results of sources obtained either through books, journals, or related research articles. Main Findings: The syntax of inquiry social complexity STEAM learning model based on math trail virtual reality activities with Javanese cultural nuances can be concluded that each syntax encourages students to find, investigate, construct, and integrate the knowledge gained to form better critical thinking skills by accommodating all aspects of students' abilities with different levels to participate in every aspect and step of learning. Novelty/Originality of this study: The addition of the STEAM approach, especially in the Inquiry Social Complexity Learning model, and math trail-based activities using virtual reality technology that has never been done before or integrated into a maths classroom.

Deepening children’s STEM learning through making and creative writing

Current trends demonstrate that researchers and K-12 educators are moving towards integrating computational thinking (CT) concepts outside of the computer science (CS) classroom (Lee et al., 2020). However, one of the present challenges includes a lack of engaging learning content and instruction for translating computational concepts that non-CS instructors can bring into their classrooms. Our research team developed the Grove-Blockly platform, a website that employs block-based programming and physical computing elements with simulations to support CT learning and IoT practices. We designed a 5-day workshop with the National Writing Project for students to engage in STEAM learning through making and creative writing. By examining students’ learning through the processes and outcomes of making, coding, and creative writing, we aim to better understand how learning occurs at the intersections of making, writing, and computing. The findings show students’ positive learning outcomes of CT and physical computing from the workshop. Mainly, students gained a deeper understanding of IoT elements (e.g., sensors, actuators) through the process of making and creative writing. This work provides empirical evidence on how students learn CT and computational practices through making and creative writing. Finally, we discuss how the engagement of STEAM practices supports and empowers students’ learning of CT and physical computing through the creation of e-crafts by students.

Beyond the Acronym: Intersections of STEAM, Cybernetics, and Leadership Nurturing

The theoretical model presented in this study explores the transformational potential of a digital Community of Practice (dCoP) within higher education, focusing on Science, Technology, Engineering, Art, and Mathematics (STEAM) education. A dCoP serves as a virtual space for educators to exchange knowledge, foster interdisciplinary collaboration, and construct meaning through discourse. Through the use of digital artifacts, a dCoP provides tangible exemplars for intersecting abstract concepts to real-world applications, thus strengthening educational experiences and outcomes. This study emphasizes the cognitive, social, and emotional skills developed through STEAM education, projecting future career growth for learners in these areas. Establishing a dCoP for teachers in higher education facilitates the transfer of interdisciplinary and transdisciplinary skills to students, supporting STEAM learning and future career opportunities. Additionally, this study employs portraiture and autoethnography methodology for storytelling and cybernetic learning. The incorporation of a cybernetic mindset, presented through a theoretical Cybernetic Three-Realm Model, enriches a dCoP by addressing (1) a Canvas for Scholarship of Teaching and Learning (SoTL), (2) an Artist’s Palette for Authentic Artifacts, and (3) The Paints of Modalities for Learning. This theoretical construct affords a tangible framework for fostering STEAM skills and nurturing leadership development for pervasive learning within higher education dCoPs.