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An Experimental Study on the Implementation of a STEAM-Based Learning Module in Science Education

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  • Ibrahim Arpaci

    (Department of Software Engineering, Faculty of Engineering and Natural Sciences, Bandirma Onyedi Eylul University, Balikesir 10200, Türkiye
    Department of Information Systems, Faculty of Management, Universiti Teknologi Malaysia, Johor Bahru 81310, Malaysia)

  • Muhammed Said Dogru

    (Araç Rafet Vergili Vocational School of Higher Education, Kastamonu University, Kastamonu 37150, Türkiye)

  • Hassan Kanj

    (College of Engineering and Technology, American University of the Middle East, Egaila 54200, Kuwait)

  • Nawaf Ali

    (College of Engineering and Technology, American University of the Middle East, Egaila 54200, Kuwait)

  • Mahadi Bahari

    (Department of Information Systems, Faculty of Management, Universiti Teknologi Malaysia, Johor Bahru 81310, Malaysia)

Abstract

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.

Suggested Citation

  • 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.
  • Handle: RePEc:gam:jsusta:v:15:y:2023:i:8:p:6807-:d:1126372
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    References listed on IDEAS

    as
    1. Raquel Fernández-Cézar & Dunia Garrido & Melody García-Moya & Ariadna Gómezescobar & Natalia Solano-Pinto, 2020. "Equity or Stereotypes in Science Education? Perspectives from Pre-University Students," Sustainability, MDPI, vol. 12(22), pages 1-16, November.
    2. Muhammad Nawaz Tunio & Iffat Sabir Chaudhry & Sadia Shaikh & Mushtaque Ali Jariko & Mohsen Brahmi, 2021. "Determinants of the Sustainable Entrepreneurial Engagement of Youth in Developing Country—An Empirical Evidence from Pakistan," Sustainability, MDPI, vol. 13(14), pages 1-17, July.
    3. 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.
    Full references (including those not matched with items on IDEAS)

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