An experimental study on the implementation of a steam-based learning module in science education
Over the last decade, there has been notable academic interest in the multidisciplinary studies of science education with the emergence of STEAM. Accordingly, this study aimed to conduct an experimental study to explore the effectiveness of a STEAM-based space-themed learning module in science educa...
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| Main Authors: | , , , , |
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| Format: | Article |
| Language: | English |
| Published: |
MDPI
2023
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| Subjects: | |
| Online Access: | http://eprints.utm.my/107304/1/MahadiBahari2023_AnExperimentalStudyontheImplementation.pdf http://eprints.utm.my/107304/ http://dx.doi.org/10.3390/su15086807 |
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| Summary: | Over the last decade, there has been notable academic interest in the multidisciplinary studies of science education with the emergence of STEAM. Accordingly, this study aimed to conduct an experimental study to explore the effectiveness of a STEAM-based space-themed learning module in science education taught to primary school students. The sample of the study was 6th- and 7th-grade students from the Central Anatolia Region of Turkiye. The experimental group consisted of 180 students, whereas the control group consisted of 94 students. The STEAM-based learning module was applied to the students in the experimental group, and the traditional lecture-based approach was applied to students in the control group. The traditional education and intervention lasted eight weeks. The chi-square test and one-way ANOVA were used to analyze the differences and associations between the variables. The results indicated that gender and academic achievement level were the two key factors determining the effectiveness of the STEAM-based learning module. The comparison of the pre-test and post-test scores indicated that the scores of the female students who participated in the module increased the most. This suggested that girls benefited more from the STEAM-based learning module than boys. Further, the lecture-based approach led to a decrease in some high-achieving students. The findings have implications for educational policymakers, curriculum developers, and syllabus designers. |
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