The Impact of (STEAM) Approach on the Innovative Thinking and Academic Achievement of the Educational Robot Subject among Eighth Grade Students in Jordan

Abstract

This study aimed to identify the effect of a STEAM-based learning approach in teaching the educational robot's subject on academic achievement and creative thinking among eighth-grade students in Jordan. A purposive sample was selected and divided into two groups. An experimental group (n=30) implements a STEAM-based learning approach, whereas the control group (n=32) studied in a traditional method. A pre- posttest was administered, and the data were analyzed using statistical methods to validate the study results, such as "t" tests and a one-way ANOVA test. The results showed statistically significant differences between the experimental and control groups in academic achievement and creative thinking. In conclusion, the STEAM-based learning approach significantly improved the students' academic achievement and creative thinking skills.
 
 Received: 13 October 2021 / Accepted: 2 December 2021 / Published: 3 January 2022

Ortaokul Öğrenci̇leri̇ni̇n Roboti̇k Ve Kodlama Eği̇ti̇mi̇ Başarilarina İşbi̇rli̇kli̇ Öğrenme Tutumu, Problem Çözme Beceri̇si̇ Algisi Ve Ki̇şi̇li̇k Ti̇pleri̇ni̇n Etki̇si̇: Bi̇r Nedensel Karşilaştirma Araştirmasi

“…In the literature, it is stated that robotics and coding education contributes to the development of students' problemsolving and cooperative learning levels, increases their motivation towards science learning and motivates them to be active learners (Nourbakhsh et al, 2005;Resnick & Silverman, 2005;Chen, Quadir & Teng, 2011;Highfield, 2010;Wei et al, 2011). A glance at the literature reveals that studies in this domain mostly focus on understanding the contributions of robotics and coding education to students (Strawhacker & Bers, 2015;Çam, 2019;Sade, 2020;Abueita et al, 2022;Çam & Kıyıcı, 2022). The focus of this study, however, is to particularly examine the cooperative learning attitudes, problem-solving skills perceptions and personality traits of students who are high achievers in robotics and coding education.…”

From the Steam Engine to STEAM Education: An Experience with Pre-Service Mathematics Teachers

“…Constructivism enhances creative thinking, fostering the creation of enthusiastic, independent learners capable of combining experience, knowledge, sensation, and logic. In classes where constructive study is applied, students are supposed to find a better place for learning and to be able to think about knowledge, instead of memorizing facts, thus training in the planning of practical projects to apply them to real situations [10].…”

“…Interdisciplinary research learning based on problem solving, cooperative work methods and interactive groups will be promoted) [14] curricula that reflect the importance of integrating Science, Technology, Engineering, Arts and Mathematics, and that consider Project-Based Learning (PBL) as the preferred way to integrate these disciplines in the classroom [15]. In the previous paragraphs, we have already expressed the relevance for the STEAM approach of focusing on problems and projects [7,8,10]. Indeed, working on realistic, open projects, can be considered as the only unifying context in which the diverse STEAM disciplines are ready to co-operate and contribute to the learning process.…”