STEAM and Digital Storytelling: a case study with high school students in the context of Education 4.0

Abstract

Today's professionals need to be trained for more than repetitive activities. Therefore, it is the school's role to promote activities that enable students to think creatively and innovatively. So, they can develop the skills and competences that are required in the 21st Century. This redefines Education, known as Education 4.0. In this paper, we present a case study that was carried out to introduce didactic 4.0, to promote greater engagement in High School. Students followed the STEAM methodology (an acronym for Science, Technology, Engineering, Arts and Mathematics), being able to work skills more interactively and autonomously, through the production of Digital Storytelling (DS). After the study, a qualitative analysis of the results was performed. This analysis indicated that the activities with STEAM and DS helped the students to be more participative and interested in their learning. These methodologies allowed to disseminate the contents of created narratives and to stimulate some skills and competences of the 21st Century. Therefore, it is hoped to create partnerships with teachers from other subjects to carry out new activities in 4.0 format. In this way, be able to involve other technologies, such as robotics, augmented reality, gamification, in order to provoke positive changes in the educational scenario.

Effect of Digitalization of Web-Based Science Learning Media with the STEAM Approach to Student's Creative Thinking Abilities

“…Apart from that, the thing that has the most influence in this research is using STEAM as a learning approach flow. The flow of the STEAM ecosystem influences student participation and learning motivation based on the involvement of technology, gamification, and learning scenarios that encourage positive changes in learning [19]. With the STEAM approach in the learning flow, it has been proven that it can improve student's creative thinking abilities [20], increasing creative thinking, which impacts creativity and the ability to solve problems based on direct experience with the environment [21].…”

Utilizando o Modelo ADDIE para o Desenvolvimento e Avaliação de um Processo Educacional Inspirado na Educação 4.0

“…Estes professores foram escolhidos por conveniência. As tecnologias foram: a) Storytelling Digital (contação de histórias por meio da criação de curta-metragem) e STEAM (para incentivar o trabalho interdisciplinar) com estudantes da 3ª série do Ensino Médio [Silva et al, 2019a]; b) Programação em Blocos (utilizando o Scratch) e Espiral do Saber (para apoiar o aprender fazendo na criação de jogos educativos) com estudantes do 5º ano do Ensino Fundamental [Silva et al, 2019b]; c) Computação Desplugada (ensino da lógica de programação por meio de desafios matemáticos) com estudantes do 4º ao 9º ano do Ensino Fundamental [Silva et al, 2020a]; e d) Robótica Educacional (projetos de robôs físicos, simuladores e drones) com estudantes de graduação em Ciência da Computação e pós-graduação em Informática [Silva et al, 2020b]. Em todos os estudos preliminares foram trabalhadas competências e habilidades do Século XXI, como criatividade e resolução de problemas, e conhecimentos que se aplicam à Educação 4.0.…”

TAEP4.0: Teacher Assistance Educational Process Based in the Context of Education 4.0

“…Through preliminary studies, it was possible to observe how technologies can contribute to developing 21st-Century skills and competencies such as creativity, problem-solving, teamwork and communication. The teachers chose the technologies used, being: 1) Digital Storytelling with STEAM (creation of digital stories through interdisciplinarity) with 120 students from the 3rd-grade high school [Silva et al 2019a]; 2) Scratch with Creative Learning Spiral (creating digital games through learning by doing) with 25 students from the 5th year of Elementary School [Silva et al 2019b]; 3) Unplugged Computing (teaching of programming logic through mathematical challenges) with 25 students from 4th to 9th year of Elementary School [Silva et al 2020c], and 4) Educational Robotics (projects with physical robots, simulators, and drones) with 32 students from the undergraduate Computer Science and postgraduate in Informatics [Silva et al 2020a]. In parallel, an SMS was conducted about Education 4.0 and 21st-Century skills and competencies, where automatic searches were performed in digital libraries, such as SCOPUS, ACM, IEEExplore, and manual searches in the SBIE and RBIE proceedings.…”