STEM vs. STEAM Education and Student Creativity: A Systematic Literature Review

Aguilera, David; Revilla, Jairo Ortiz

doi:10.3390/educsci11070331

Cited by 150 publications

(112 citation statements)

References 44 publications

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“…In addition, FR Jauhariyyah. [3] the existence of STEM-PjBL Learning opens opportunities for students to understand contextual learning with complete activities; besides, the existence of PjBL that is integrated with STEM is known to improve learning abilities in the field of science in the process of learning and education [9]. Scientific process skills that aim to improve good thinking skills can improve a sense of independence and problem-solving skills.…”

Section: Resultsmentioning

confidence: 99%

The Use of STEM-Integrated Project-based Learning Models to Improve Learning Outcomes of Junior High School Students

Rochim¹,

Prabowo²,

Budiyanto³

et al. 2022

Advances in Social Science, Education and Humanities Research

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The research objective to get the profile of STEM-integrated PjBL (project-based learning) models for improving learning outcomes of junior high school students. Qualitative descriptive analysis using literature review was conducted to get the profile of STEM-integrated project-based learning models. Research shows that many PjBL models built into STEM are effective in improving science, physics, and math learning outcomes. This article provides recommendations for a learning implementation model that can improve skills in solving learning problems. The application of STEM integrated PjBL to improve students' ability in the first learning outcomes at school can be applied synergistically and sustainably.

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Section: Resultsmentioning

confidence: 99%

The Use of STEM-Integrated Project-based Learning Models to Improve Learning Outcomes of Junior High School Students

Rochim¹,

Prabowo²,

Budiyanto³

et al. 2022

Advances in Social Science, Education and Humanities Research

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show abstract

“…In this paper, a teaching strategy optimized and tested in the last decade to train future chemistry teachers in the frame of a 'Chemical Education' course at the University of Pisa [38], in Italy, is described. The adopted methodological approach is based on STEAM (STEM with the inclusion of Arts) laboratorial activities [39] developed in the context of science museums. Within this approach, undergraduate students and pre-service chemistry teachers attending the course typically follow a project-based learning (PjBL) strategy [40] to design structured laboratorial activities to be performed in out-of-school contexts, such as science museums.…”

Section: Introductionmentioning

confidence: 99%

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

Domenici

2022

Education Sciences

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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.

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“…STEAM is based on the STEM approach, which involves science, technology, engineering, mathematics, and art, and means anything that is associated with creative activities and a creative approach to the solution of educational problems [18]. The process of training specialists within the framework of STEAM education is based on project and creative activities, which should be implemented mainly through contact learning tasks aimed at the development of creative skills [19]. Let us consider how distance learning can improve the quality of training personnel for the digital economy of Russia within the framework of STEAM education, through the example of the Yelabuga Institute of the Kazan Federal University (EI KFU).…”

Section: Introductionmentioning

confidence: 99%

The Quality of Training Staff for the Digital Economy of Russia within the Framework of STEAM Education: Problems and Solutions in the Context of Distance Learning

et al. 2022

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The purpose of this study is to analyze the problems of quality training of personnel for the digital economy of Russia during the pandemic within the framework of STEAM education and to identify their solutions with the help of the most effective distance learning tools. The research is based on a survey of 138 respondents (students of the Department of Mathematics and Natural Sciences of the Yelabuga Institute of the Kazan Federal University), who have mastered professional competencies in a distance learning format during the pandemic. The results of the survey confirmed the conclusion that distance learning tools such as Moodle, Google Classroom, and Microsoft Teams have shown their effectiveness and can be successfully used not only in the context of extreme situations, for example, a pandemic, but also as elements of blended learning while bringing variety to the forms of learning, and thereby strengthening the process of training STEAM education specialists. The scientific novelty of the study lies in a deep analysis of the distance learning tools used for training specialists for the digital economy of Russia, namely STEAM education specialists, based on the collection of information from students during the period of transformational changes in the pedagogical education system.

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STEM vs. STEAM Education and Student Creativity: A Systematic Literature Review

Cited by 150 publications

References 44 publications

The Use of STEM-Integrated Project-based Learning Models to Improve Learning Outcomes of Junior High School Students

The Use of STEM-Integrated Project-based Learning Models to Improve Learning Outcomes of Junior High School Students

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

The Quality of Training Staff for the Digital Economy of Russia within the Framework of STEAM Education: Problems and Solutions in the Context of Distance Learning

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