Enhancing Elementary Students Conceptual Understandings of Scientific Phenomena: The Impact of STEAM-First and STEM-First Approaches
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| Title: | Enhancing Elementary Students Conceptual Understandings of Scientific Phenomena: The Impact of STEAM-First and STEM-First Approaches |
|---|---|
| Language: | English |
| Authors: | Michael W. Corrigan (ORCID |
| Source: | Science Education. 2025 109(5):1336-1364. |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 29 |
| Publication Date: | 2025 |
| Sponsoring Agency: | National Science Foundation (NSF), Division of Research on Learning in Formal and Informal Settings (DRL) |
| Contract Number: | 1321343 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education |
| Descriptors: | Elementary School Students, Scientific Concepts, STEM Education, Art Education, Science Instruction, Inquiry, Active Learning, Instructional Effectiveness, Bilingual Students, Equal Education |
| Geographic Terms: | California |
| DOI: | 10.1002/sce.21942 |
| ISSN: | 0036-8326 1098-237X |
| 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. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1482991 |
| Database: | ERIC |
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| 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. |
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| ISSN: | 0036-8326 1098-237X |
| DOI: | 10.1002/sce.21942 |
