STEM/STEAM in Early Childhood Education for Sustainability (ECEfS): A Systematic Review

Rodrigues-Silva, Jefferson; Pastells, Ángel Alsina i

doi:10.3390/su15043721

Cited by 19 publications

(6 citation statements)

References 60 publications

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“…One point that explains the literature gap is that engineering was traditionally absent at precollege levels (Moore et al, 2014). In this regard, we high-light the increasing interest in interdisciplinary approaches such as STEAM education-referring to integrating Science, Technology, Engineering, Arts/Humanities, and Mathematics (Marín-Marín et al, 2021;Rodrigues-Silva and Alsina, 2023b). Countries like The United States (NGSS, 2013), Korea (KOFAC, 2012), and Spain (MEFP, 2022) are recently adopting those interdisciplinary approaches in their curricula.…”

Section: Discussionmentioning

confidence: 99%

Systematic Review About Students’ Conceptions of Engineering Accessed Through Drawings: Implications to STEAM Education

Rodrigues-Silva,

Alsina

2023

IJCRSEE

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We aim to review students’ conceptions of engineers and engineering accessed through their drawings. Accordingly, we enrolled in a systematic review following the Preferred Reporting Items for Systematic Review and Meta-Analysis (PRISMA) protocols. For that, we established the Web of Science as the source of information. After applying eligibility criteria, the search resulted in ten records. We observed that many reviewed studies enrolled in research designs which contained comparisons of groups, cohorts (cross-age) or pre-post-tests. However, they generally overlooked appropriate statistical tests. Overall, the studies evidenced that most students conceive engineers as males who work individually in manual activities and outdoor environments. The major contribution of this study is providing an overview of the investigation of children’s conceptions of engineering. Additionally, we call attention to the need for more research, teacher training, and carefully planned and executed activities that enhance students’ conceptions of engineers and engineering instead of worsening stereotypes—especially considering current curriculum proposals, such as STEAM education embracing engineering at precollege levels.

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Section: Discussionmentioning

confidence: 99%

Systematic Review About Students’ Conceptions of Engineering Accessed Through Drawings: Implications to STEAM Education

Rodrigues-Silva,

Alsina

2023

IJCRSEE

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“…Thus, various research studies suggest the need to analyze in depth the benefits of these STEAM contexts in early childhood education and, in particular, with sustainable topics (Rodrigues-Silva & Alsina, 2023). Previous works such as Berciano et al (2021), address the analysis of the impact of the inclusion of this type of contexts in the development of mathematical competence.…”

Section: Steam Educational Approachmentioning

confidence: 99%

Mathematical argumentation of three-year-old children on a classroom experience based on two STEAM domains

Salgado,

Berciano,

Abad-Villaverde

2024

EURASIA J Math Sci Tech Ed

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In the last decades, the importance of argumentation as a human competence in general and its close relationship with mathematical comprehension in particular has been highlighted. Thus, in this paper we focus our interest on analyzing the argumentation skills shown by three-year-old children in a STEAM classroom experience. For this purpose, a qualitative study was carried out. For data collection, a STEAM task has been designed in which mathematics and science are worked together from the study of the physical properties of water. Specifically, what color and taste of water has by means of two experiments and, subsequently, photos and video-recordings have been collected during the implementation carried out in a classroom with 20 children of three-year-old. All data collect have subsequently been transcribed and categorized. The results indicate that the children, during the experiments done, mainly use arguments based on mathematical language, numerical figures, or make use of words or spelling, although with considerable imprecision in the type of language used. In addition, the experiments carried out have allowed a high percentage of children to change their previous ideas and have a more comprehensive approach to the concepts introduced, highlighting the importance of working on argumentation in early childhood education through contexts, in this case STEAM, which encourage reasoning and proof.

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“…The authors of this review clarify their inclinations toward STEAM education vis-à-vis its inclusiveness of arts and humanities. STEAM is more comprehensive in addressing complex issues such as sustainability (RODRIGUES-SILVA; ALSINA, 2023b;BRUNDTLAND, 1987). Rather than merely fulfilling utilitarian goals and agendas extrinsic from education, we believe STEAM has significant potential to meet subjects' purposes and those intrinsic to education (BIESTA, 2022; RODRIGUES-SILVA; ALSINA, 2023b).…”

Section: Steam Education Historymentioning

confidence: 99%

Conceptualising and framing STEAM education: what is (and what is not) this educational approach?

Rodrigues-Silva,

Alsina

2023

Texto livre

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STEAM is a recent educational approach intending the interdisciplinary teaching of science, technology, engineering, arts/humanities, and mathematics. The literature reports conceptual confusion that frequently diverts STEAM practice and research to issues concerning particular activities or contexts. Therefore, we carried out a narrative review of articles indexed in the Web of Science (WoS) to elucidate STEAM education’s history, epistemology, and divergences. As a strategy, we first focused on documents that could offer a panoramic view of the object of study – literature reviews and articles about STEAM frameworks. Through them, we identified essential discussion points and further expanded the review. As a result, we articulated rationalities about why STEAM is not a mere evolution of STEM, a teaching methodology, or just a synonym for interdisciplinarity. Furthermore, we discussed the appropriateness of interdisciplinarity in STEAM – since it is strongly supported by the disciplines and their intersections – instead of pursuing transdisciplinarity, meaning knowledge remains undefined in a holistic whole. We differentiated STEAM disciplines (list of the five knowledge areas), STEAM activities (interdisciplinary teaching unity of at least two STEAM disciplines), and STEAM education (educational approach of interdisciplinarity between all five disciplines). Finally, we defined and proposed a framework for STEAM in a table format that stresses two necessary and sufficient conditions – interdisciplinarity and the five acronym areas. The framework permits envisioning the plurality of teaching methodologies and educational objectives consistent with STEAM.

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STEM/STEAM in Early Childhood Education for Sustainability (ECEfS): A Systematic Review

Cited by 19 publications

References 60 publications

Systematic Review About Students’ Conceptions of Engineering Accessed Through Drawings: Implications to STEAM Education

Systematic Review About Students’ Conceptions of Engineering Accessed Through Drawings: Implications to STEAM Education

Mathematical argumentation of three-year-old children on a classroom experience based on two STEAM domains

Conceptualising and framing STEAM education: what is (and what is not) this educational approach?

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