STEAM views from a need: the case of the chewing gum and pH sensopill (Miradas STEAM desde la necesidad: el caso de la sensopíldora chicles y pH)

Abstract

The integrated STEAM approach arises when a contextualized problem's resolution requires different contributions (views) from each discipline. In this descriptive article we discuss the views needed from chemistry, technology, design skills, mathematical modelling and the artistic support necessary for constructing a scientific model that explains the pH of the mouth when chewing gum. To do this, we focus on describing the implementation of a short sequence of video-recorded inquiry-based contextualized activities (didactic innovation) in two classrooms with students in their third year of compulsory secondary education (14-15 years old). The scenes taken from the analysis of the implementation videos support the proposal of the connections needed in the STEAM contributions. The difficulties encountered from each discipline and the resolutions we propose shed light on how wellselected problems make STEAM views necessary, thus avoiding the usual summative multidisciplinary approach.

Emotional and Cognitive Preservice Science Teachers’ Engagement While Living a Model-Based Inquiry Science Technology Engineering Mathematics Sequence About Acid-Base

“…To achieve the abovementioned aims, two teachers (first and third authors of this paper) implemented a short MBI acidbase instructional sequence (length 2 h) in the context of a TV-spot about chewing gum (López-Banet et al, 2021). The implementation was composed of ten tasks or key moments that PSTs responded to individually before sharing and discussing them with the whole class.…”

“…Furthermore, both the interpretation of several types of resources (such as textual, visual, or sound) and the skill of creating an explanatory model for a scientific question, leads to a natural connection with the visual arts. Thus, a STEAM view is needed from the interdisciplinary of the teaching proposal, which is further enriched by the incorporation of knowledge and skills from all areas (López-Banet et al, 2021).…”

The concept of pH and its logarithmic scale: A Micro Bit experience through inquiry, modeling, and computational thinking

“…Studies like those by Kala et al (2013) have found the existence of alternative conceptions about pH and pOH concepts among secondary school students, which should be taken into consideration by educators. For example, when converting the pH, which is a logarithmic scale, to a decimal expression, the students tended to think that it was a linear scale and that the addition of distilled water to an acidic solution should have produced a linear increase in the pH value (López-Banet et al, 2021). Furthermore, they think that neutralization always results in a neutral solution and have only a notion of the corrosive aspects of acidity (Lin & Chiu, 2007).…”

Buscando el Arte en la A de proyectos STEAM: una revisión crítica desde la Educación Artística

“…Cedeño et al (2023) destacan aspectos fundamentales de la metodología STEAM, resaltando la construcción del conocimiento a partir de la experiencia, la figura del docente como facilitador, la promoción de la colaboración y el fomento del pensamiento crítico. Aunque algunas propuestas ponen el foco en áreas específicas como el pensamiento computacional, la experimentación, el "hazlo tú mismo" (Prat & Sellas, 2021) o la gamificación , en términos generales, el enfoque metodológico más adecuado parece ser el Aprendizaje Basado en Proyectos (Diego-Mantecón, Prodromou et al, 2021;López-Banet et al, 2021;Piqueras, 2022;Queiruga-Dios, 2021).…”