A STEAM Experience in the Mathematics Classroom: The Role of a Science Cartoon

Abstract

A multidisciplinary team collaborated on the development of a learning experience involving 10th grade students using a Science, Technology, Engineering, Arts, and Mathematics (STEAM) approach. The experience was based on the development (conception, implementation, and evaluation) of a science cartoon that aimed to highlight different scientific and technological dimensions related to the diversity of marine worms (Phylo Annelida, class Polychaeta) present in the continental shelf off the coast of Aveiro, Portugal (NE Atlantic coast). The study was implemented in a Portuguese high school in the Aveiro region, involving 24 10th grade students, emphasizing a social context close to the students’ lives. All pedagogical interventions occurred in face-to-face sessions during the 2020/21 school year and were oriented by the following research question: What is the role of science cartoons in establishing STEAM connections for solving real-world problems presented to 10th grade students? Following a qualitative and interpretative research methodology, with a design-based research focus, data were collected through a questionnaire, observations, and students’ written records. The content analysis shows that most students learned new concepts related to STEAM areas. Evaluating the impact of the science cartoon reveals that it can be considered an innovative science communication resource due to its educational potential in stimulating a STEAM approach within the students’ learning process.

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

“…Engaging pedagogical approaches, particularly those encompassed within STEAM education, are closely related to heightened student interest in STEM subjects. Research has shown that the use of science cartoons can stimulate a STEAM approach and promote learning in 10th-grade students [23]. The use of drones as a pedagogical technology has also been found to have a positive impact on engagement and meaningful learning in STEAM subjects [24].…”

Validation of an Instrument to Measure Natural Science Teachers’ Self-Perception about Implementing STEAM Approach in Pedagogical Practices

“…In this context, it is important to strength the pedagogical practices of natural science teachers by incorporating STEAM education within the classroom [36][37][38]. Likewise, the integral curricular composition of STEAM does not limit to the use of technological instruments, dismissing other significant dimensions of science didactics [2,27,39].…”