Investigating Elementary School Teachers’ Knowledge Transformation in Project-Based Experiential STEAM Learning
DOI:
https://doi.org/10.18690/rei.4967Keywords:
teacher knowledge, project-based learning, experiential learning, STEAM learning, hands-on activities.Abstract
Successfully implementing project-based experiential science, technology, engineering, arts, and mathematics (STEAM) learning hinges on the teachers’ comprehension of fundamental concepts. This study investigates elementary school teachers’ knowledge transformation of project-based experiential STEAM learning after participating in a focused STEAM education workshop. Through an investigative exploration with the participation of five elementary school teachers, this study reveals that participating teachers better comprehend STEAM as an educational approach after the workshop. Meanwhile, their understanding of project-based learning decreased, and experiential learning remained unchanged. This study suggests an integrated form of training that equally addresses the interconnected components of STEAM, project-based, and experiential learning.
Downloads
References
Avalos, B. (2011). Teacher professional development in Teaching and Teacher Education over ten years. Teaching and Teacher Education, 27(1), 10–20. https://doi.org/10.1016/j.tate.2010.08.007
Barron, B. J. S., Schwartz, D. L., Vye, N. J., Moore, A., Petrosino, A., Zech, L., and Bransford, J. D. (1998). Doing With Understanding: Lessons From Research on Problem- and Project-Based Learning. In C, E, Hmelo and S. M. Williams (eds), Learning Through Problem Solving. Psychology Press.
Belbase, S., Mainali, B. R., Kasemsukpipat, W., Tairab, H., Gochoo, M., and Jarrah, A. (2022). At the dawn of Science, technology, engineering, arts, and mathematics (STEAM) education: Prospects, priorities, processes, and problems. International Journal of Mathematical Education in Science and Technology, 53(11), 2919–2955. https://doi.org/10.1080/0020739X.2021.1922943
Carlson, R. V., Boyd, K. M., and Webb, D. J. (2004). The revision of the Declaration of Helsinki: Past, present, and future. British Journal of Clinical Pharmacology, 57(6), 695–713. https://doi.org–/10.1111/j.1365-2125.2004.02103.x
Darling-Hammond, L., Hyler, M., and Gardner, M. (2017). Effective Teacher Professional Development. Learning Policy Institute. https://doi.org/10.54300/122.311
De Vries, H. (2021). Space for STEAM: New Creativity Challenge in Education. Frontiers in Psychology, 12, 586318. https://doi.org/10.3389/fpsyg.2021.586318
Desimone, L. M., and Garet, M. S. (2015). Best Practices in Teachers’ Professional Development in the United States. Psychology, Society, & Education, 7(3), 252. https://doi.org/10.25115/psye.v–7i3.515
Diego-Mantecón, J.-M., Blanco, T.-F., Ortiz-Laso, Z., and Lavicza, Z. (2021). STEAM projects with KIKS format for developing key competencies. Comunicar, 29(66), 33–43. https://doi.or–g/10.3916/C66-2021-03
Diego-Mantecon, J.-M., Prodromou, T., Lavicza, Z., Blanco, T. F., and Ortiz-Laso, Z. (2021). An attempt to evaluate STEAM project-based instruction from a school mathematics perspective. ZDM – Mathematics Education, 53(5), 1137–1148. https://doi.org/10.1007/s11–858-021-01303-9
Ge, X., Ifenthaler, D., and Spector, J. M. (2015). Moving Forward with STEAM Education Research. In X. Ge, D. Ifenthaler, and J. M. Spector (eds.), Emerging Technologies for STEAM Education (pp. 383–395). Springer International Publishing. https://doi.org/10.1007/978-3-31902573-5_20
Guskey, T. R. (2002). Professional Development and Teacher Change. Teachers and Teaching, 8(3), 381–391. https://doi.org/10.1080/135406002100000512
Herro, D., Quigley, C., and Cian, H. (2019). The Challenges of STEAM Instruction: Lessons from the Field. Action in Teacher Education, 41(2), 172–190. https://doi.org/10.1080/01626620.201–8.1551159
Holcomb, Z. C. (2016). Fundamentals of Descriptive Statistics. Routledge.
Kokotsaki, D., Menzies, V., and Wiggins, A. (2016). Project-based learning: A review of the literature. Improving Schools, 19(3), 267–277. https://doi.org/10.1177/1365480216659733
Kolb, D. A. (2015). Experiential Learning: Experience as the Source of Learning and Development (Second edition). Pearson Education, Inc.
Krajcik, J. S., and Blumenfeld, P. C. (2006). Project-based learning. In R. K. Sawyer (ed.), The Cambridge Handbook of the Learning Sciences (pp. 317–333). Cambridge University Press.
Lavicza, Z., Fenyvesi, K., Lieban, D., Park, H., Frame, D., Hohenwarter, M., Mantecon, J. D., and Prodromou, T. (2018). Mathematics Learning Through Arts, Technology and Robotics: Multi-And Transdisciplinary Steam Approaches.14.
Liao, C. (2016). From Interdisciplinary to Transdisciplinary: An Arts-Integrated Approach to STEAM Education. Art Education, 69(6), 44–49. https://doi.org/10.1080/00043125.2016.1224873
Morris, T. H. (2020). Experiential learning – a systematic review and revision of Kolb’s model. Interactive Learning Environments, 28(8), 1064–1077. https://doi.org/10.1080/10494820.2019.1570279
Moser, A., and Korstjens, I. (2018). Series: Practical guidance to qualitative research. Part 3: Sampling, data collection and analysis. European Journal of General Practice, 24(1), 9–18. https://d–oi.org/10.1080/13814788.2017.1375091
Perignat, E., and Katz-Buonincontro, J. (2019). STEAM in practice and research: An integrative literature review. Thinking Skills and Creativity, 31, 31–43. https://doi.org/10.1016/j.tsc.20–18.10.002
Rahmadi, I. F., and Lavicza, Z. (2021). Pedagogical Innovations in Elementary Mathematics Instructions: Future Learning and Research Directions. International Journal on Social and Education Sciences, 3(2), 360–378.
Rogers, E. M. (2003). Diffusion of Innovations (5th ed). Free Press.
Shernoff, D. J., Sinha, S., Bressler, D. M., and Ginsburg, L. (2017). Assessing teacher education and professional
development needs for the implementation of integrated approaches to STEM education. International Journal of STEM Education, 4(1), 13. https://doi.org/10.1186/s40594-017-0068-1
Stebbins, R. A. (2001). Exploratory Research in the Social Sciences. SAGE.
https://dx.doi.org/10.4135/9781412984249
van Driel, J. H., Verloop, N., and de Vos, W. (1998). Developing science teachers’ pedagogical content knowledge. Journal of Research in Science Teaching, 35(6), 673–695. https://doi.org/10.10–02/(SICI)1098-2736(199808)35:6<673:AID-TEA5>3.0.CO;2-J
Yakman, G., and Lee, H. (2012). Exploring the Exemplary STEAM Education in the U.S. as a Practical Educational Framework for Korea. Journal of The Korean Association For Science Education, 32(6), 1072–1086. https://doi.org/10.14697/JKASE.2012.32.6.1072
Downloads
Published
Issue
Section
License
Copyright (c) 2025 Yudi Yunika Putra, Vika Martahayu, Imam Fitri Rahmadi, Joko Sutrisno AB, Houssam Kasti
This work is licensed under a Creative Commons Attribution 4.0 International License.