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Effects of transdisciplinary STEAM lessons on student critical and creative thinking

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Listed:
  • Hope E. Wilson
  • HwanHee Song
  • Julie Johnson
  • Lucinda Presley
  • Kimberly Olson

Abstract

When arts curriculum is able to become transdisciplinary to reach fundamental understandings with other content areas, the level of transfer and thinking skills of the engaged students has the potential to be raised. This study investigated the implementation of transdisciplinary STEAM lessons across 14 classrooms in 7 states. Students (n = 318) in elementary (grades K-5) and secondary (grades 6–12) schools participated in transdisciplinary STEAM lessons. The results of this study indicate that the intervention was successful at increasing the understanding of creativity and that their engagement with thinking skills and habits was greater as compared to students who did not participate in the STEAM lessons. Thematic analysis of the open-response items revealed specific patterns in how students used critical and creative thinking across lessons. Overall, students showed increased creativity, application, problem solving, and collaboration, providing evidence of the effectiveness of the STEAM lessons to increase critical and creative thinking of students.

Suggested Citation

  • Hope E. Wilson & HwanHee Song & Julie Johnson & Lucinda Presley & Kimberly Olson, 2021. "Effects of transdisciplinary STEAM lessons on student critical and creative thinking," The Journal of Educational Research, Taylor & Francis Journals, vol. 114(5), pages 445-457, September.
    • Handle: RePEc:taf:vjerxx:v:114:y:2021:i:5:p:445-457
    DOI: 10.1080/00220671.2021.1975090
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    Cited by:

    1. Xiaoyong Hu & Yue Liu & Jie Huang & Su Mu, 2022. "The Effects of Different Patterns of Group Collaborative Learning on Fourth-Grade Students’ Creative Thinking in a Digital Artificial Intelligence Course," Sustainability, MDPI, vol. 14(19), pages 1-20, October.
    2. Yuli Rahmawati & Elisabeth Taylor & Peter Charles Taylor & Achmad Ridwan & Alin Mardiah, 2022. "Students’ Engagement in Education as Sustainability: Implementing an Ethical Dilemma-STEAM Teaching Model in Chemistry Learning," Sustainability, MDPI, vol. 14(6), pages 1-15, March.

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