Perception of Teachers towards STEAM and Inquiry-Based Teaching after STEAM Activities Training
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| Title: | Perception of Teachers towards STEAM and Inquiry-Based Teaching after STEAM Activities Training |
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| Language: | English |
| Authors: | Mehmet Basaran (ORCID |
| Source: | SAGE Open. 2025 15(4). |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 15 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | STEM Education, Art Education, Teacher Attitudes, Inquiry, Figurative Language, Program Effectiveness, Critical Thinking, Problem Solving, Public School Teachers, Faculty Development, Attitude Change, Foreign Countries |
| Geographic Terms: | Turkey |
| DOI: | 10.1177/21582440251388688 |
| ISSN: | 2158-2440 |
| Abstract: | The investigation delves into the impact of implementing STEAM education models, specifically tailored for educators, on their comprehension and conceptualization of STEAM principles and inquiry-based teaching. Qualitative data was gathered through responses to metaphorical inquiries within the study framework. The participant group comprised 43 teachers. Analysis of teachers' metaphorical perceptions of pre- and post-STEAM education revealed the formation of eight categories from 34 STEAM-related metaphors and six categories from 36 inquiry-based teaching-related metaphors initially. Following the training, the number of categories expanded to eight for STEAM, encompassing 42 metaphors, while the inquiry-based teaching -related categories remained at six, derived from 36 metaphors. The findings suggest that STEAM encompasses orientation, algorithm, and renewal categories, embodying a multidisciplinary and interdisciplinary approach. It entails generating products that harmonize multiple disciplines, fostering active participation, and supporting mutual reinforcement, necessitating skill development and problem-based learning. On the other hand, inquiry-based learning involves perpetually posing questions akin to children, engaging in investigative exploration akin to detective work, and results-oriented inquiry. This educational approach encourages inquiry, critical thinking, and experimentation with diverse problem-solving methodologies, fostering adaptability, providing novel perspectives, empowering individuals, and serving as the foundation for synthesizing varied ideas. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1495584 |
| Database: | ERIC |
| Abstract: | The investigation delves into the impact of implementing STEAM education models, specifically tailored for educators, on their comprehension and conceptualization of STEAM principles and inquiry-based teaching. Qualitative data was gathered through responses to metaphorical inquiries within the study framework. The participant group comprised 43 teachers. Analysis of teachers' metaphorical perceptions of pre- and post-STEAM education revealed the formation of eight categories from 34 STEAM-related metaphors and six categories from 36 inquiry-based teaching-related metaphors initially. Following the training, the number of categories expanded to eight for STEAM, encompassing 42 metaphors, while the inquiry-based teaching -related categories remained at six, derived from 36 metaphors. The findings suggest that STEAM encompasses orientation, algorithm, and renewal categories, embodying a multidisciplinary and interdisciplinary approach. It entails generating products that harmonize multiple disciplines, fostering active participation, and supporting mutual reinforcement, necessitating skill development and problem-based learning. On the other hand, inquiry-based learning involves perpetually posing questions akin to children, engaging in investigative exploration akin to detective work, and results-oriented inquiry. This educational approach encourages inquiry, critical thinking, and experimentation with diverse problem-solving methodologies, fostering adaptability, providing novel perspectives, empowering individuals, and serving as the foundation for synthesizing varied ideas. |
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| ISSN: | 2158-2440 |
| DOI: | 10.1177/21582440251388688 |
