Enhancing Elementary Students Conceptual Understandings of Scientific Phenomena: The Impact of STEAM‐First and STEM‐First Approaches.
Saved in:
| Title: | Enhancing Elementary Students Conceptual Understandings of Scientific Phenomena: The Impact of STEAM‐First and STEM‐First Approaches. |
|---|---|
| Authors: | Corrigan, Michael W.1 (AUTHOR), Wong, Joseph T.2 (AUTHOR) joseph.wong@uci.edu, Grove, Doug3 (AUTHOR), Andersen, Sage4 (AUTHOR), Hughes, Bradley S.2,5 (AUTHOR) |
| Source: | Science Education. Sep2025, Vol. 109 Issue 5, p1336-1364. 29p. |
| Subject Terms: | *STEAM education, *Science education, *Problem-based learning, *Bilingual students, *Arts education, *Elementary education, Applied sciences |
| Abstract: | This study delves into the realm of student conceptual change, examining shifting understandings as important steppingstones on the path to sensemaking and canonical understanding in science education. It explores the potential of a STEAM (Science, Technology, Engineering, Arts, and Math) curriculum, aiming to provide equitable learning opportunities, especially for emerging bilingual (EB) student populations. To achieve this, elementary school educators from randomly assigned schools received professional development training to implement a novel curriculum encompassing both STEM and STEAM (STEM + Arts) approaches to life science instruction. These approaches comprised: (1) an NGSS‐aligned STEM unit employing inquiry‐based science instruction; (2) an NGSS‐aligned STEAM unit utilizing Arts‐based science instruction instead of inquiry methods. The results indicated that a STEAM‐first approach was most beneficial in helping students change from non‐canonical conceptual understanding toward more nuanced canonical science knowledge. Specifically, for EB students, the STEAM‐first approach showed even more promise, signifying its potential to bridge educational disparities. Furthermore, the study revealed that the integration of Arts as an instructional tool to teach science education played a pivotal role in enhancing the overall learning experience among students. Arts integration stimulated motivation, invigorated conceptual understanding, and offered unique avenues for elucidating complex scientific concepts and terminologies. This research contributes valuable insights for improving science education instruction, emphasizing the efficacy of conceptual change toward canonical scientific understanding through patterns of instructional sequencing of effective STEAM integration. It provides educators with evidence‐based strategies to foster inclusive and equitable science learning experiences, ultimately guiding students toward deeper conceptual comprehension. [ABSTRACT FROM AUTHOR] |
| Copyright of Science Education is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
|
Full text is not displayed to guests.
Login for full access.
|
|
| Abstract: | This study delves into the realm of student conceptual change, examining shifting understandings as important steppingstones on the path to sensemaking and canonical understanding in science education. It explores the potential of a STEAM (Science, Technology, Engineering, Arts, and Math) curriculum, aiming to provide equitable learning opportunities, especially for emerging bilingual (EB) student populations. To achieve this, elementary school educators from randomly assigned schools received professional development training to implement a novel curriculum encompassing both STEM and STEAM (STEM + Arts) approaches to life science instruction. These approaches comprised: (1) an NGSS‐aligned STEM unit employing inquiry‐based science instruction; (2) an NGSS‐aligned STEAM unit utilizing Arts‐based science instruction instead of inquiry methods. The results indicated that a STEAM‐first approach was most beneficial in helping students change from non‐canonical conceptual understanding toward more nuanced canonical science knowledge. Specifically, for EB students, the STEAM‐first approach showed even more promise, signifying its potential to bridge educational disparities. Furthermore, the study revealed that the integration of Arts as an instructional tool to teach science education played a pivotal role in enhancing the overall learning experience among students. Arts integration stimulated motivation, invigorated conceptual understanding, and offered unique avenues for elucidating complex scientific concepts and terminologies. This research contributes valuable insights for improving science education instruction, emphasizing the efficacy of conceptual change toward canonical scientific understanding through patterns of instructional sequencing of effective STEAM integration. It provides educators with evidence‐based strategies to foster inclusive and equitable science learning experiences, ultimately guiding students toward deeper conceptual comprehension. [ABSTRACT FROM AUTHOR] |
|---|---|
| ISSN: | 00368326 |
| DOI: | 10.1002/sce.21942 |
