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Promoting STEAM Education in Primary School through Cooperative Teaching: A Design-Based Research Study

Author

Listed:
  • Jie Li

    (Faculty of Artificial Intelligence in Education, Central China Normal University, Wuhan 430079, China)

  • Heng Luo

    (Faculty of Artificial Intelligence in Education, Central China Normal University, Wuhan 430079, China)

  • Leilei Zhao

    (School of Humanities, Jiangnan University, Wuxi 214122, China)

  • Min Zhu

    (Faculty of Artificial Intelligence in Education, Central China Normal University, Wuhan 430079, China)

  • Lin Ma

    (Faculty of Artificial Intelligence in Education, Central China Normal University, Wuhan 430079, China)

  • Xiaofang Liao

    (Faculty of Artificial Intelligence in Education, Central China Normal University, Wuhan 430079, China)

Abstract

The COVID-19 pandemic has highlighted the importance of students’ information literacy, computer skills, and research competencies for self-regulated learning and problem solving. STEAM education, with interdisciplinary knowledge building and higher-order thinking development as its main purpose, is considered essential for students’ sustainable development in the post-pandemic era. However, STEAM education in China’s K-12 schools is facing several problems, such as insufficient qualified teachers, unsustainable development, and difficulty in achieving meaningful discipline integration. To address these problems, this study proposes an innovative STEAM education model supported by cooperative teaching and theories of project-based learning and collaborative learning. After two iterations of design, evaluation, and revision, the proposed STEAM education model and a set of instructional design principles were validated. The resulting model features a multi-teacher cooperative strategy, detailed and diverse scaffolding, familiar themes for students, the integration of STEAM education into formal curricula, and extended instruction hours. The study results suggest that cooperative teaching can facilitate meaningful discipline integration and can alleviate the STEAM faculty shortage. This study produced five proven instructional design principles for conducting STEAM education supported by cooperative teaching in primary schools.

Suggested Citation

  • Jie Li & Heng Luo & Leilei Zhao & Min Zhu & Lin Ma & Xiaofang Liao, 2022. "Promoting STEAM Education in Primary School through Cooperative Teaching: A Design-Based Research Study," Sustainability, MDPI, vol. 14(16), pages 1-16, August.
    • Handle: RePEc:gam:jsusta:v:14:y:2022:i:16:p:10333-:d:892580
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    Citations

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    Cited by:

    1. David Méndez & Miriam Méndez & Juana María Anguita, 2022. "Digital Teaching Competence in Teacher Training as an Element to Attain SDG 4 of the 2030 Agenda," Sustainability, MDPI, vol. 14(18), pages 1-13, September.
    2. Yanzhi Zhao & Mingsi Zhao & Fengyu Shi, 2024. "Integrating Moral Education and Educational Information Technology: A Strategic Approach to Enhance Rural Teacher Training in Universities," Journal of the Knowledge Economy, Springer;Portland International Center for Management of Engineering and Technology (PICMET), vol. 15(3), pages 15053-15093, September.
    3. Ibrahim Arpaci & Muhammed Said Dogru & Hassan Kanj & Nawaf Ali & Mahadi Bahari, 2023. "An Experimental Study on the Implementation of a STEAM-Based Learning Module in Science Education," Sustainability, MDPI, vol. 15(8), pages 1-12, April.

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