STEAM Project-Based Learning Activities at the Science Museum as an Effective Training for Future Chemistry Teachers

Abstract

Non-formal learning environments, such as science museums, have a fundamental role in science education and high potentialities as ideal contexts for science teachers’ training. These aspects have been analyzed and reported in several recent works mainly focused on students’ perception of science and increased engagement towards scientific disciplines. In this work, a project-based learning methodology optimized and experimented in the frame of a pre-service chemistry teachers’ course at the University of Pisa (Italy), during the last eight years, involving in total 171 participants, is presented. This educational project has several distinctive features related to the STEAM philosophy, with a high level of multi-disciplinarity and creativity. Most of the laboratories and chemistry-centered activities were conceived, planned and carried out by the future chemistry teachers in non-formal contexts, such as science museums. A case study based on a series of non-formal laboratories designed by a group of students during their training in the academic year 2018–2019 and performed in a science museum is reported and examined in details. In this paper, all steps of the STEAM project-based learning methodology are described underlining the main learning outcomes and cognitive levels involved in each step and the relevant methodologies proposed during the training course and adopted in the project. The effectiveness of this pre-service teachers’ training methodology is finally discussed in terms of participants’ motivation and interest towards the course’s content, students’ final judgment of their training experiences and, in particular, of the STEAM project-based learning activities. From the students’ feedbacks and final assessment, the role of the non-formal context in teaching and learning chemistry and the efficacy of developing educational activities related to current and real-life chemistry-centered topics emerged as very positive aspects of the proposed approach.

Implementation of PjBL using unila’s moodle v-class and its interaction of students’ intrinsic factors

“…This proves that the effectiveness of learning using PjBL in the experimental class is more effective than the control class. This is supported by the statement of (Domenici, 2022) the 'STEAM project-based learning' activities, revealed that most of the objectives were successfully reached, succeeded in increasing students' cognitive levels in literacy (Sugianto, 2022), were practiced and effective to enhance student's productive competences (Jalinus et al, 2017).…”

Critical thinking skills of Chemistry students by integrating design thinking with STEAM-PjBL

“…This shows the progress of students' thinking in recognizing the application of chemical concepts after going through the STEAM-PjBL integrated Design Thinking stage on the application of the chemical concept of redox reactions. The role of this problem-based context in everyday life is important for the progress of chemistry learning that studies concepts and their real-world applications (Domenici, 2022).…”

Exploring the characteristics and effectiveness of project-based learning for science and STEAM education

“…The study conducted by Kartini et al (2021) recommends STEM Project-Based Learning as a way to improve students' problem-solving skills since they can integrate their knowledge and apply it to solve a realworld challenge. In conclusion, Domenici (2022) examined how effective the preservice teacher training methodology was based on the motivation and interest of participants towards the course's content, as well as the final evaluation of students regarding their training experiences and, more specifically, their appreciation for STEAM project-based learning activities. Consequently, Samsudin et al (2020) showed that STEM PjBL improves students' sense of self-efficacy in solving physics problems.…”