STEAM Learning Research Articles

ELuna: A Co-Design Framework for Narrative Digital Game-Based Learning that Support STEAM

STEAM education enables the cross-curricular study of subjects based on their naturally occurring relationships through holistic and integrated methods. Narratives are enablers of STEAM learning environments, something that is evident in the exploration of narrative learning from pre-recorded history until present. Narrative Digital Game-Based Learning (DGBL) use narratives to drive the game. The extended Ludo Narrative Variable Model (the Variable Model) is a narratological model for categorization of narrative DGBL. Empirical evidence from categorizing narrative DGBL on the Variable Model shows that there is a particular set of categories that incur positive effects on engagement, motivation, and learning. This article introduces the eLuna co-design framework that builds on these categories and empowers educators to participate alongside game developers in multidisciplinary design and development of narrative DGBL. eLuna comprises 1) a four-phase co-design method, and 2) a visual language to support the co-design and co-specification of the game to a blueprint that can be implement by game developers. Idun’s Apples, a narrative DGBL co-designed, co-specified, and implemented into a prototype using eLuna, is presented to illustrate the use of the method and visual language. Arguing that narrative DGBL are vessels for STEAM learning, seven eLuna co-designed games are examined to illustrate that they support STEAM. The article concludes that narrative DGBL co-designed using the eLuna framework provide high opportunity and potential for supporting STEAM, providing educators and game developers with a STEAM co-design framework that enforces positive effects on engagement, motivation, and learning.

STEAM в обучението по информационни технологии

The article examines the essence of STEAM education and the role of information technology (IT) in it. It shares the implementation of STEAM approach in an information technology lesson. The analysis of the conducted survey among pedagogy students in IT on the applicability of STEAM learning in IT lessons and expected difficulties in the process is presented.

Analisis Profil Berpikir Kritis, Kreatif, Keterampilan Kolaboratif, dan Literasi Lingkungan Siswa Kelas 8 SMP Muhammadiyah sebagai Impak Pembelajaran Modern

This study aims to determine the initial profile of critical thinking, creative thinking, collaborative skills and environmental literacy as the impact of the implementation of modern learning. Modern learning in this study includes STEAM, Collaborative and EMKONTAN learning. This research is a descriptive analytic study conducted on 8th grade students of SMP Muhammadiyah 2 Batu City. The research population was all students of SMP Muhammadiyah 2 Batu City. The sampling technique was purposive sampling, using 8th grade students as research samples. The instruments used are critical thinking tests, creative thinking tests, collaborative observation sheets and environmental literacy questionnaires. Data analysis used quantitative and qualitative descriptive analysis. The results showed that the students' critical thinking profile on the five indicators was in the very good category. The ability to think creatively shows that the flexibility indicator has a higher average value than the other 3 indicators. Collaborative skills indicators show that the indicators of productive work and compromise are 80.13 in the very good category, the environmental literacy profile shows that the average knowledge indicator is 71.08 in the good category, the cognitive skills indicators are 67.95 in the good category, attitude is 76.13 with good category, responsible environmental behavior indicator with good number is 66.88 with good category. The results of data analysis show that the four profiles have good and very good categories. There is an increase in the profile of critical thinking skills, creative, collaborative skills and environmental literacy in the second cycle of learning for all implemented learning models. There is a significant relationship between creative thinking skills and STEM learning processes and outcomes. There is a significant relationship between collaborative skills with STEM learning processes and outcomes. It can be concluded that the implementation of modern learning produces a good and very good profile of critical thinking, creative, collaborative and environmental literacy.

Project-based learning oriented STEAM: the case of micro–bit paper-cutting lamp

The main purpose of the living technology curriculum is to cultivate students' interest in learning science and technology, and further to utilize their experience of learning instructions and develop their ability to integrate interdisciplinary knowledge and skills. In recent years, as countries have begun to emphasize the concept of interdisciplinary integration in the school education, STEM (Science, Technology, Engineering, and Mathematics, STEM) focuses on cultivating interdisciplinary talents. With this, STEAM highlights the role of ART because other dimensions of STEM are expected to be effectively integrated through the cultivation of aesthetics; the purpose of this study is to design a STEAM curriculum for elementary school children and to explore the impact of STEAM education on the creativity. The content of this course is based on the PBL (Project-Based Learning) with the teaching activities combining with “Chinese Paper-cutting” and “BBC micro: bit”. The teaching process is used the strategy of creative thinking instruction. The research method adopts a one-group pretest–posttest design based on a purposive sampling of 21 students from one class in an elementary school. The research tools included the records of learning feedback and the creativity assessment. The empirical findings show that the project-based learning incorporating STEAM activity has a positive significant influence on students’ development of creative recognition. Since the empirical results are constricted by the short-term STEAM course, the STEAM course with the art-oriented still benefits the STEAM education and Learning effectiveness of elementary school students. The implication of interdisciplinary interactive Lamp of Paper Carving with Micro:Bit is expected to contribute to further development of STEAM course. Since the curriculum is only last for few weeks, it is too short to affect the emotional facet of creativity. Future researches are suggested to extend the teaching period and evaluate the long-term influence of PBL STEAM on students' learning attitude.

The Influence of Learning Models on Scientific Literacy in Physics Course: A Meta-Analysis Research

This study aims to analyze the influence of learning models on students' scientific literacy skills. This research method is a meta-analysis with a sample of ten national and international journal articles. The results of this study indicate that the STEAM learning model, STEM, Problem Based Learning, Literacy Learning Model, E-learning, Project Based Learning or combination models have an influence on students' scientific literacy skills because they connect classroom learning activities with students' daily lives and motivate students to participate actively in the learning process.

STEAM integration

There has been growing interest to establish curriculum integration in secondary schools due the promotion of relevant contexts used in programmes. This project has examined the role of a STEAM programme with junior secondary school students using future focussed inquiries which included Science, Environment, Technology, the Arts, and Mathematics. To explore the potential role of STEAM programmes, a group of teachers from a New Zealand and a Japanese international school participated in a design-based intervention. While curriculum integration has been a feature of learning in many primary schools, secondary teachers who are usually subject specialists are faced with the challenge of how to design and facilitate cross-curricular inquiries using STEAM. To meet this challenge, the teachers and curriculum developers considered the interface between their conceptions of cross-curricular inquiry and taking practical steps to implement such a programme. The project investigated pedagogies to develop skills in cross-curricular project work, new themes to exemplify integrated STEAM learning, and a model of professional development that would support this approach.

STEAM-based project learning: the effect to middle school’s student’s collaboration competences

The Purposes of this research is to investigate the student’s collaboration competence in integrated STEAM learning approach. The method that is used in this research is pre-experimental design with type one shot case study. The subject that is included in this research is students of VIII grade at one of Junior High School in Depok. The Instrument in this research to take the data is using Co-Measure rubric based on Hero’s research. The rubric has four categories, there are: 1) Students Interaction- 2) Positive Communication- 3) Multi Inquiry- and 4) Interdisciplinary Approach. The data technique sampling is used observation during the activity. Data analysis in this research is used add the score average in each category, then describe it with the description Need Work, Acceptable, and Proficient. This research results are the collaboration competence category which has higher results is transdisciplinary approach and positive communications with proficient descriptions. Arts in STEAM has influence the collaboration, communication, cross disciplinary, and curiosity in learning. This study could be concluded that student’s collaboration competence has outperformed in STEAM project activity rather than in non-STEAM project activity.

The colours of the Higgs boson: a study in creativity and science motivation among high-school students in Italy

With the increasing shift from STEM to STEAM education, arts-based approaches to science teaching and learning are considered promising for aligning school science curricula with the development of twenty-first century skills, including creativity. Yet the impact of STEAM practices on student creativity and specifically on how the latter is associated with science learning outcomes have thus far received scarce empirical support. This paper contributes to this line of research by reporting on a two-wave quantitative study that examines the effect of a long-term STEAM intervention on two cognitive processes associated with creativity (act, flow) and their interrelationships with intrinsic and extrinsic components of science motivation. Using pre- and post-survey data from 175 high-school students in Italy, results show an overall positive effect of the intervention both on the act subscale of creativity and science career motivation, whereas a negative effect is found on self-efficacy. Gender differences in the above effects are also observed. Further, results provide support for the mediating role of self-efficacy in the relationship between creativity and science career motivation. Implications for the design of STEAM learning environments are discussed.

Community Ecology: Museum Education and the Digital Divide During and After COVID-19

ABSTRACT This article considers the inequities of digital museum programming during the COVID-19 pandemic and their alignment with audiences historically excluded from access to STEAM learning opportunities, primarily communities with low incomes and people of color. We employ an ecosystem framework to assert the critical role museums can play within communities to address these issues during and after pandemic circumstances. We describe a case study from a STEAM-oriented children’s museum where staff provided out-of-school-time learning through reciprocal and collaborative community partnerships.

Persepsi Mahasiswa PGSD UKI Toraja terkait STEAM

This study aims to identify the perceptions of primary school teacher education students regarding STEAM. The type of research used in research is a qualitative-descriptive type of research. A questionnaire, consisting of 4 question items with multiple-choice answers and 48 statement items using a Likert scale. The collected data was transmitted in the form of questionnaire data to 100 students in the fifth semester of the Primary School Teacher Education UKI Toraja. The researcher then analyzed the data that had been collected. The results showed that, on average, students heard the term STEAM for the first time and only knew courses in the field of STEAM separately. The perception of the students towards STEAM regarding attitudes, opinions, and the environment is good. The students' motivation and belief to take courses in the STEAM area are already visible. The students are also very interested in studying STEAM courses and do not find these courses too difficult. The students also agree that the knowledge acquired in STEAM can help in developing a future career as a teacher. From an environmental point of view, however, the student's perception is positive that the curriculum, the facilities, the parents/relatives, and the lecturers strongly support STEAM learning.

From STEM to STEAM: An Enactive and Ecological Continuum

STEM and STEAM education promotes the integration between science, technology, engineering, mathematics, and the arts. The latter aims at favoring deep and collaborative learning on students, through curricular integration in K-12 science education. The enactive and ecological psychology approach to education puts attention on the role of the teacher, learning context and socio-cultural environment in shaping lived learning experiences. The approach describes education as a process of embodied cognitive assemblage of guided perception and action. The latter process depends on the interaction of learners with digital and/or analogue learning affordances existing within the socio-technological environment. This article proposes that the scope of an enactive-ecological approach can be extended to the domain of learning science, technology, engineering, arts, and mathematics (STEAM), especially when it comes to understanding deep roots of the learning process. We first present an exhaustive literature review regarding the foundations of both the enactive and the ecological learning theories, along with their differences and key similarities. We then describe the fundamentals and latest research advances of an integrated STEAM pedagogy, followed by the notion of mixed reality (XR) as an emerging educational technology approach, offering an understanding of its current foundations and general disposition on how to understand digital immersion from ecological psychology. Next, we propose a systems theoretical approach to integrate the enactive-ecological approach in STEAM pedagogy, framed in the Santiago school of cognition attending to the interactive dynamics occurring between learners and their interaction with learning affordances existing within their educational medium, establishing that sensorimotor contingencies and attentional anchors are important to restrict sensory variety and stabilize learning concepts. Finally, we consider two empirical studies, one from Chile and the other from New Zealand, in which we demonstrate how the enactive-ecological approach built upon a systems theory perspective can contribute to understanding the roots of STEAM learning and inform its learning design.

Development and validation of web-based STEAM online platform to improve learning quality in pre-service Chemistry teacher

STEAM learning was design to promote student’s interest in learning chemistry. Integration STEAM into chemistry learning is often seen as a challenge, such as not familiar and lack of knowledge on STEAM in chemistry. Coping, for this reason, a web-based STEAM online platform was designed. This paper reports the use of design-based research (DBR) to develop a web-based STEAM online platform. The paper focuses on two studies that step on the development and validation of the platform. In an attempt to implement theoretically designed learning environments in real-world classrooms, DBR was employed as an overarching framework of inquiry. The two cycles of DBR inquiry provide deep insights into the platform's readability, comprehensibility, and feasibility. The implementation of the framework is specified along with further implications for researchers and practitioners.

BMS COLLABORATIVE LEARNING TO ANSWER THE CHALLENGES TOWARDS THE ENGLISH TEACHING AND LEARNING DURING THE PADEMIC OF COVID 19 VIRUS

Corona virus has ruin all factors of life in the world. The most fact is in the education life. The students are suffer by the non-active school activity for some while. The teacher are suffer from the difficulties to bring the material to the students. The government has offer a lot of solutions. But some countries with some background of economic and geographical factors may suffer some problems. Here, the magic of a teacher, he has the authority to give the solving toward these problems. On these article the author offers three solution method of teaching and learning over the pandemic. The learning that the author offer is Blended learning, Mobile learning and STEAM learning. Those learnings will become the alternative solution for teaching English during the Pandemic. The collaboration of those will be use in one meeting or one session of English teaching and learning.

The Development of Integrated Biology-Entrepreneurship Learning Design Based STEAM

Biology learning design development is an important matter for teachers to be prepared. It is for the sake of realizing the 21st education for the learners. Learning biology also involves the technology role and its implications to obtain innovative and beneficial products for broader people. This research aims to examine the validity and effectiveness of the development of integrated biology-entrepreneurship based on STEAM learning design on a material about the environmental changes to improve critical thinking skills and the entrepreneurial interest of the learners. The applied development procedures were ADDIE model. The developed learning design consisted of syllabus, lesson plan, learning source, worksheet, critical thinking test, and entrepreneurial interest. The findings showed that (1) the validity of the learning was deemed valid and practical by the expert judgment; (2) the effectiveness of the learning design was proven able to improve the learners’ critical thinking skills with a percentage of 84%, with a sufficient N-Gain category and high category of entrepreneurial interest average improvement with a score of 77. The paired sample t-Test shows that tcount > ttable. Thus, it could be concluded that there was a significant difference between the critical thinking skills and the entrepreneurial interest. Based on the findings, it could be concluded that the biology learning with a material about the environmental changes integrated by entrepreneurship based on STEAM had highly met the validity criteria. It could improve the critical thinking skill and the entrepreneurial interest of the learners.

Structural Equation Modeling Multi-group of Science Process Skills and Cognitive in PjBL Integrated STEAM Learning

In Science, students tend to use the ability, which is dominantly controlled by their left-hemisphere brain. This study explores how science process skills (SPS) affect cognitive learning achievement (CLA) of dominantly right-brained and left-brained students. By applying project-based learning on the topic that integrates STEAM elements, this research examines the differences of the effects among those groups. The respondents were 32 8th-grade students from two randomly selected intact classes. This study employed a test to measure exogenous (SPS) and endogenous (CLA) latent variables. The partial least square - structural equation modeling (PLS-SEM) and multi-group PLS-SEM were employed to analyze the results. The evaluation of the outer model shows that both latent variables were valid and reliable. The factor loading value for all indicators of each latent variable was over 0.7. The cross-loading value indicates a higher correlation between the latent variable and its indicators compared to the other variables' indicators. The composite reliability and Cronbach's alpha values were over 0.7. The significance test shows that all indicators of each latent variable were valid. The evaluation of the inner model through the significance test (α=5%) suggests that the science process skill influenced CLA with a coefficient of 0.907. Meanwhile, the 0.822 R-square value demonstrates the variability of the SPS can explain the variability of CLA of 82.2%. The multi-group-SEM test reveals a difference in the effect of SPS toward CLA among dominantly right-brained and left-brained students. While the path coefficient for the former was 0.94, the latter was 0.881.

Penerapan Pembelajaran STEAM untuk Mengembangkan Kreativitas Siswa Sekolah Dasar di Daerah Terluar Terdepan Tertinggal Indonesia

The purpose of this research is to apply STEAM learning to develop the creativity level of Elementary School Students in the Outermost Disadvantaged Regions of Indonesia. The application of loose parts in STEAM learning is considered capable of developing the creativity of elementary school children. This type of research includes field research with qualitative descriptive methods. The subjects of this study were the fourth graders of SD Inpres Oeteta, Sulamu District, Kupang Regency, East Nusa Tenggara. Methods of data collection using interview techniques, observation, and documentation. The result of this research is that STEAM learning can develop students' skills in the fields of Science, Technology, Engineering, Art and Mathematical. using materials available in the environment. In addition, STEAM learning is able to make children have creativity in ways of thinking, solving problems and being able to think scientifically.

STEAM'S APPROACH TO PRIMARY SCHOOL THEMATIC LEARNING

This research aims to provide information on the application of STEAM approach to primary school thematic learning. The application of STEAM approach includes aspects of learning planning, application of learning, and assessment of STEAM learning in primary school thematic learning. Qualitative approach with this type of case study research through observation. The data of the research results are processed with narrative through observation and verification techniques steps to produce credible conclusions. from these results it is known that STEAM's approach to primary school thematic learning has constraints in its application.

Development of Mind Mapping-Based E-Book in Steam for Skills Skills of Grade VI Elementary School Students

This research aims to develop a Mind Mapping-Based E-Book in steam learning science lesson materials by considering the characteristics, feasibility, and effectiveness of its use in elementary school classes. Tests are conducted to material experts, media experts, and students. The model used as the basis for the development of Mind Mapping-Based E-Book is ADDIE with its steps Analyze, Design, Develop, implement and evaluate. Data analysis techniques are observations and questionnaires. Based on the test results, the material expert validation results showed the material is classified as a very good category with a score of 82.62%. Media quality by linguists is classified as very good with a 90% score category. Media quality by media experts is classified as very good with a score of 85% teacher response test results fall into the category of excellent with a score of 87%. Based on the percentage of score scored it appears that Mind Mapping-based E-Books are well-category and worth using.

At the dawn of science, technology, engineering, arts, and mathematics (STEAM) education: prospects, priorities, processes, and problems

The purpose of this study was to examine the current state of integrated science, technology, engineering, arts, and mathematics (STEAM) education. We conducted an extensive review of the literature, followed by document analysis to construct concepts and themes associated with prospects, priorities, processes, and problems of STEAM education. The analysis of STEAM learning concepts from the literature provided three sub-constructs under the prospects – STEAM movement, the purpose of STEAM education, and benefits of STEAM education. The sub-constructs under priorities of STEAM education were – curriculum integration in STEAM and STEAM education as a curriculum reform. The sub-constructs of STEAM education as a process were – the pedagogical process and assessment in STEAM education. The sub-constructs of the problems in STEAM education were – critiques against STEAM education and the challenges of STEAM education. Finally, we discussed findings and presented some implications of STEAM education.

Penerapan Pembelajaran Inovatif STEAM di Sekolah Dasar

This study aims to describe the application of innovative STEAM learning in primary schools in the city of Serang. This research was conducted using a narrative method with interview techniques. The subjects of this study were fifth-grade teachers at SDN 1 Pamarican, Serang City, Banten. Data were collected through interviews and documentation. The results showed that the application of innovative STEAM learning was as follows: 1) STEAM learning planning which was developed in guiding educators to carry out their duties as educators in serving the learning activities of their students; 2) Learning planning is seen as a tool that can help educators be more efficient in carrying out their duties and functions more effectively, on time, and provide opportunities for easier control and monitoring of their implementation; 3) each topic discussed must be appropriate in relation to components including science, technology, engineering, art and mathematics; and 4) the assessment must be in accordance with the performance objectives that have been set. Thus students through STEAM's innovative learning have direct experience so that they build a more meaningful understanding of learning materials. Educators become facilitators who facilitate learning by organizing teaching materials, delivering strategies, and managing activities by taking into account the objectives, obstacles, and characteristics of students so that effective and efficient results are obtained.