The Effectiveness of the STEAM Approach in Developing Scientific Literacy of Elementary School Students

Nike Alvionita; Nooriko Narasaki; Hirsiger Julia

Authors

Nike Alvionita Universitas Islam Negeri Mahmud Yunus Batusangkar Author
Nooriko Narasaki Universitas Islam Negeri Mahmud Yunus Batusangkar Author
Hirsiger Julia Università Degli Studi di Firenze-UniFl Author

Keywords:

Elementary Students, Interdisciplinary Learning, Scientific Literacy, STEAM Education

Abstract

In the era of rapid technological advancement and global challenges, scientific literacy has emerged as a fundamental competency for 21st-century learners. However, conventional teaching methods often fail to foster critical thinking, interdisciplinary understanding, and creativity necessary for scientific literacy development. This study aims to explore the effectiveness of the STEAM (Science, Technology, Engineering, Arts, and Mathematics) approach in enhancing scientific literacy among elementary school students. Employing a mixed-methods design, the research involved 120 students across three public elementary schools in Indonesia. The intervention included a 12-week STEAM-based learning module focusing on real-world problem-solving, project-based tasks, and creative expression. Data were collected through pre- and post-tests, student interviews, and classroom observations. The results indicate a significant improvement in students' abilities to apply scientific concepts, analyze data, communicate findings, and exhibit curiosity-driven learning. Students also showed enhanced collaboration skills and engagement levels. Qualitative data confirmed that the integration of art and design thinking stimulated deeper understanding and enjoyment of science. The findings suggest that STEAM not only bridges disciplinary gaps but also cultivates essential cognitive and affective skills. It concludes that the STEAM approach is an effective pedagogical model for developing scientific literacy in elementary education.

References

Abell, S. K., & Lederman, N. G. (Ed.). (2010). Handbook of research on science education (Reprinted). Routledge Taylor & Francis Group.

Belbase, S., Mainali, B. R., Kasemsukpipat, W., Tairab, H., Gochoo, M., & 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

Bertrand, M. G., & Namukasa, I. K. (2020). STEAM education: Student learning and transferable skills. Journal of Research in Innovative Teaching & Learning, 13(1), 43–56. https://doi.org/10.1108/jrit-01-2020-0003

Bertrand, M. G., & Namukasa, I. K. (2023). A pedagogical model for STEAM education. Journal of Research in Innovative Teaching & Learning, 16(2), 169–191. https://doi.org/10.1108/jrit-12-2021-0081

Cooper, H., Carlisle, C., Gibbs, T., & Watkins, C. (2001). Developing an evidence base for interdisciplinary learning: A systematic review. Journal of Advanced Nursing, 35(2), 228–237. https://doi.org/10.1046/j.1365-2648.2001.01840.x

Costa, A. R., Ferreira, M., Barata, A., Viterbo, C., Rodrigues, J. S., & Magalhães, J. (2019). Impact of interdisciplinary learning on the development of engineering students’ skills. European Journal of Engineering Education, 44(4), 589–601. https://doi.org/10.1080/03043797.2018.1523135

Dragoş, V., & Mih, V. (2015). Scientific Literacy in School. Procedia - Social and Behavioral Sciences, 209, 167–172. https://doi.org/10.1016/j.sbspro.2015.11.273

Durant, J. (1994). What is scientific literacy? European Review, 2(1), 83–89. https://doi.org/10.1017/s1062798700000922

Eisenhart, M., Finkel, E., & Marion, S. F. (1996). Creating the Conditions for Scientific Literacy: A Re-Examination. American Educational Research Journal, 33(2), 261–295. https://doi.org/10.3102/00028312033002261

Fives, H., Huebner, W., Birnbaum, A. S., & Nicolich, M. (2014). Developing a Measure of Scientific Literacy for Middle School Students. Science Education, 98(4), 549–580. https://doi.org/10.1002/sce.21115

Frank, A., Schulert, J., & Nicholas, H. (1992). Interdisciplinary Learning as Social Learning and General Education. European Journal of Education, 27(3), 223. https://doi.org/10.2307/1503451

Ivanitskaya, L., Clark, D., Montgomery, G., & Primeau, R. (2002). Interdisciplinary Learning: Process and Outcomes. Innovative Higher Education, 27(2), 95–111. https://doi.org/10.1023/a:1021105309984

Kezar, A., & Elrod, S. (2012). Facilitating Interdisciplinary Learning: Lessons from Project Kaleidoscope. Change: The Magazine of Higher Learning, 44(1), 16–25. https://doi.org/10.1080/00091383.2012.635999

Khine, M. S., & Areepattamannil, S. (Ed.). (2019). STEAM Education: Theory and Practice. Springer International Publishing. https://doi.org/10.1007/978-3-030-04003-1

Kidron, A., & Kali, Y. (2015). Boundary breaking for interdisciplinary learning. Research in Learning Technology, 23(1), 26496. https://doi.org/10.3402/rlt.v23.26496

Kim, Sung-Won, Chung, Young-Lan, Woo, Ae Ja, & Lee, Hyunju. (2012). Development of a Theoretical Model for STEAM Education. Journal of The Korean Association For Science Education, 32(2), 388–401. https://doi.org/10.14697/JKASE.2012.32.2.388

Kim, T., Stoica, A., Fang, W., Vasilakos, T., Villalba, J. G., Arnett, K. P., Khan, M. K., & Kang, B.-H. (Ed.). (2012). Computer Applications for Security, Control and System Engineering: International Conferences, SecTech, CA, CES3 2012, Held in Conjunction with GST 2012, Jeju Island, Korea, November 28-December 2, 2012. Proceedings. Springer Berlin Heidelberg. https://doi.org/10.1007/978-3-642-35264-5

Leavy, A., Dick, L., Meletiou‐Mavrotheris, M., Paparistodemou, E., & Stylianou, E. (2023). The prevalence and use of emerging technologies in STEAM education: A systematic review of the literature. Journal of Computer Assisted Learning, 39(4), 1061–1082. https://doi.org/10.1111/jcal.12806

Lederman, N. G., & Abell, S. K. (Ed.). (2014). Handbook of research on science education: Volume II. Routledge.

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

Maienschein, J. (1998). Scientific Literacy. Science, 281(5379), 917–917. https://doi.org/10.1126/science.281.5379.917

Miller, J. D. (1998). The measurement of civic scientific literacy. Public Understanding of Science, 7(3), 203–223. https://doi.org/10.1088/0963-6625/7/3/001

Norris, S. P., & Phillips, L. M. (2003). How literacy in its fundamental sense is central to scientific literacy. Science Education, 87(2), 224–240. https://doi.org/10.1002/sce.10066

Park, H., Byun, S., Sim, J., Han, H.-S., & Baek, Y. S. (2016). Teachers’ Perceptions and Practices of STEAM Education in South Korea. EURASIA Journal of Mathematics, Science and Technology Education, 12(7). https://doi.org/10.12973/eurasia.2016.1531a

Park, HyunJu, Byun, Soo-yong, Sim, Jaeho, Baek, Yoon Su, & Jeong, Jin-Su. (2016). A Study on the Current Status of STEAM Education. Journal of The Korean Association For Science Education, 36(4), 669–679. https://doi.org/10.14697/JKASE.2016.36.4.0669

Perignat, E., & 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.2018.10.002

Ryder, J. (2001). Identifying Science Understanding for Functional Scientific Literacy. Studies in Science Education, 36(1), 1–44. https://doi.org/10.1080/03057260108560166

Schwarz, B., Heyd-Metzuyanim, E., Koichu, B., Tabach, M., & Yarden, A. (2024). Opportunities and hindrances for promoting interdisciplinary learning in schools. Journal of the Learning Sciences, 33(2), 242–283. https://doi.org/10.1080/10508406.2024.2344809

Scientific Literacy. (2015). Dalam R. Bybee, Encyclopedia of Science Education (hlm. 944–947). Springer Netherlands. https://doi.org/10.1007/978-94-007-2150-0_178

Spelt, E. J. H., Biemans, H. J. A., Tobi, H., Luning, P. A., & Mulder, M. (2009). Teaching and Learning in Interdisciplinary Higher Education: A Systematic Review. Educational Psychology Review, 21(4), 365–378. https://doi.org/10.1007/s10648-009-9113-z

Spelt, E. J. H., Luning, P. A., Van Boekel, M. A. J. S., & Mulder, M. (2017). A multidimensional approach to examine student interdisciplinary learning in science and engineering in higher education. European Journal of Engineering Education, 42(6), 761–774. https://doi.org/10.1080/03043797.2016.1224228

Stentoft, D. (2017). From saying to doing interdisciplinary learning: Is problem-based learning the answer? Active Learning in Higher Education, 18(1), 51–61. https://doi.org/10.1177/1469787417693510

White, S. K., & Nitkin, M. (2014). Creating a Transformational Learning Experience: Immersing Students in an Intensive Interdisciplinary Learning Environment. International Journal for the Scholarship of Teaching and Learning, 8(2). https://doi.org/10.20429/ijsotl.2014.080203

Zhan, Y., So, W. W. M., & Cheng, I. N. Y. (2017). Students’ beliefs and experiences of interdisciplinary learning. Asia Pacific Journal of Education, 37(3), 375–388. https://doi.org/10.1080/02188791.2017.1301880