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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
Language: English
Authors: Mehmet Basaran (ORCID 0000-0003-1871-520X), Ömer Faruk Vural (ORCID 0000-0002-1520-3762)
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
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  Data: Perception of Teachers towards STEAM and Inquiry-Based Teaching after STEAM Activities Training
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  Data: <searchLink fieldCode="AR" term="%22Mehmet+Basaran%22">Mehmet Basaran</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-1871-520X">0000-0003-1871-520X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Ömer+Faruk+Vural%22">Ömer Faruk Vural</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-1520-3762">0000-0002-1520-3762</externalLink>)
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  Data: 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
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  Data: <searchLink fieldCode="DE" term="%22STEM+Education%22">STEM Education</searchLink><br /><searchLink fieldCode="DE" term="%22Art+Education%22">Art Education</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Inquiry%22">Inquiry</searchLink><br /><searchLink fieldCode="DE" term="%22Figurative+Language%22">Figurative Language</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Effectiveness%22">Program Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Critical+Thinking%22">Critical Thinking</searchLink><br /><searchLink fieldCode="DE" term="%22Problem+Solving%22">Problem Solving</searchLink><br /><searchLink fieldCode="DE" term="%22Public+School+Teachers%22">Public School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Faculty+Development%22">Faculty Development</searchLink><br /><searchLink fieldCode="DE" term="%22Attitude+Change%22">Attitude Change</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink>
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  Data: 10.1177/21582440251388688
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  Data: 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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      – Text: English
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        PageCount: 15
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      – SubjectFull: STEM Education
        Type: general
      – SubjectFull: Art Education
        Type: general
      – SubjectFull: Teacher Attitudes
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      – SubjectFull: Inquiry
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      – SubjectFull: Figurative Language
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      – SubjectFull: Program Effectiveness
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      – SubjectFull: Critical Thinking
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      – SubjectFull: Problem Solving
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      – SubjectFull: Public School Teachers
        Type: general
      – SubjectFull: Faculty Development
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      – SubjectFull: Attitude Change
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Turkey
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            NameFull: Ömer Faruk Vural
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