Impact of the Pandemic on STEAM Disciplines in the Sixth Grade of Primary Education

Abstract

The demand for professionals entering the labor market requires knowledge and disciplines in the areas of Science, Technology, Engineering, Art and Mathematics (STEAM). Schools are the first link to train competent students for today’s society. However, the pandemic has conditioned the teaching–learning methodologies based on promoting STEAM in educational centers, which is the reason that leads us to carry out this study. The main objective of the research is to evaluate the STEAM dimensions in the sixth grade of primary education in times of pandemic. The study method is based on a quasi-experimental, descriptive and correlational design with an experimental group and a control group. The data are collected through a validated questionnaire, pre-test and post-test, which develops an assessment of student collaboration in STEAM activities. The sample is made up of 142 Spanish students, of which 68 belong to the control group and 74 to the experimental group. The conclusions of the study highlight that the active methodologies, based on computational thinking and on makerspaces of the future classroom, influenced the STEAM dimensions of the experimental group before the pandemic. However, the pandemic and the health restrictions in face-to-face classes led to a negative assessment of the experimental group in the STEAM dimensions.

Analysis of Scratch Software in Scientific Production for 20 Years: Programming in Education to Develop Computational Thinking and STEAM Disciplines

“…In the results of the evolution of the main themes of Scratch-Edu, the link between "programming with visual blocks" and "curriculum" was found according to [39]. Programming using visual blocks allows for solving problems in a transversal way linking competences from different areas [21], contrary to the textual programming language, which is considered more difficult in education according to [87]. In addition, the results of the P3 cluster include that through technology with Scratch projects, these projects are related to all STEM disciplines, namely, science, engineering and mathematics and, in addition, to STEAM by relating to creativity, which in the words of [33] is linked to art.…”

“…In P3, the driving themes of this study are implementation and curriculum, in line with [39,79], which considers it necessary to introduce subjects or areas related to information and communication technology (ICT) or computer science in education that develop programming skills from an early age. In addition, Scratch-EDU is a tool associated with emerging terms in recent years in the scientific field of collaboration and constructionist learning that is being developed in Classrooms of the Future as established by [21,29].…”

“…Therefore, schools must train students to learn and practice CT skills in order to be able to use new technologies and to face the challenges of the 21st century, where technology is a reality in any area of knowledge [20]. In this way, countries such as Spain already include the term CT in their curricula from Pre-school to Baccalaureate [21].…”

“…In this way, it reduces the workload of teachers in a teaching-learning task [27], as the students are the protagonists of this process. This philosophy of project work based on CT fosters the "Maker" culture in Makerspaces [28] or Classrooms of the Future, i.e., to create, develop, research, explore, interact and present [21,29], allowing for the stimulation of vocations in STEM [30].…”

University Students Attitude Towards STEAM Pedagogy

“…Which is very important for his own future life and the future of the country. STEAM is a holistic education that integrates science, Technology, Engineering, Art and mathematics as an interdisciplinary learning model that can stimulate inquiry and creative thinking [13].…”