The Effects of Science Lesson applying STEAM Education on Creative Thought Activities and Emotional Intelligence of Elementary School Students

Abstract

The purpose of this study was to investigate the effects of science lesson applying STEAM education on the creative thinking activities and emotional intelligence of elementary school students. The study subjects were two classes of the 3 th grade of S elementary school in B Metropolitan City. One class including 26 students was experimental group and the other including 27 students was comparison group. For the purpose of study, the lesson unit 'The world of animals' was practised, the reorganized unit applying STEAM was applied to experimental group, whereas comparison group was taught traditional science lesson. The results of this study were as follows. First, the science lesson applying STEAM education influenced significantly the improvement of the creative thought activities of elementary school students. Second, the science lesson applying STEAM education influenced significantly the improvement of the emotional intelligence of elementary school students.

The effects of STEAM (STEM+ Art) activities 7th grade students’ academic achievement, STEAM attitude and scientific creativities<p>STEAM (STEM+Sanat) etkinliklerinin 7. sınıf öğrencilerinin akademik başarı, STEAM tutum ve bilimsel yaratıcılıklarına etkisi

“…This result is in the literature supported by research indicating that STEM education (Barrett, Moran and Woods, 2014;Ceylan, 2014;Cotabish, Dailey, Robinson and Hughes, 2013;Irkıcatal, 2016;Lam, Doverspike, Zhao, Zhe and Menzemer, 2008;Olivarez, 2012;Rehmat, 2015;Robinson, Dailey, Hughes and Cotabish, 2014;Tabaru, 2017;Yasak, 2017;Yıldırım and Selvi, 2017) and STEAM education (Bae, Yun and Kim, 2013;Jeong and Kim, 2015;Townes, 2016;Rabalais, 2014) are positive effects on academic achievement.…”

“…SoonBeom, Dongsoo ve TaeWuk (2011) STEAM eğitiminin ilkokul öğrencilerinin yaratıcı kişilik özelliklerini geliştirdiği sonucuna ulaşmışlardır. Bae, Yun ve Kim (2013) beşinci sınıf insan vücudu konusunu STEAM ile uyguladıkları deney grubunun fen öğrenme motivasyonlarının ve fen akademik başarılarının geliştiğini belirtmişlerdir. Kong ve Ji (2014) STEAM etkinlik programının altıncı sınıf öğrencilerinin fen öğrenmeye yönelik motivasyonlarını, fene karşı tutumlarını ve öz yeterlilik duygularını olumlu yönde geliştirdiği sonucuna varmışlardır.…”

İlkokul Öğrenci̇leri̇ni̇n Steam (Fen-Teknoloji̇-Mühendi̇sli̇k-Matemati̇k-Sanat) Di̇si̇pli̇nleri̇ne İli̇şki̇n Görüşleri̇

“…and Kim (2013) stated that science learning motivations and science academic successes of the experimental group applied by the fifth class human body subject to STEAM were developed.…”

“…Bu araştırmaların Kore'de yoğunlaştığı görülmüştür. Bae, Yun ve Kim (2013) beşinci sınıf insan vücudu konusunu STEAM ile uyguladıkları deney grubunun fen öğrenme motivasyonlarının ve fen akademik başarılarının geliştiğini belirtmişlerdir. Kong ve Ji (2014) STEAM etkinlik programının altıncı sınıf öğrencilerinin fen öğrenmeye yönelik motivasyonlarını, fene yönelik tutumlarını ve öz yeterlilik duygularını olumlu yönde geliştirdiği sonucuna varmışlardır.…”

Space for STEAM: New Creativity Challenge in Education

“…Further, global evolution in education took place, and pedagogies emerged to engage all students in STEM fields. Art was added and thought to engage students, foster inclusive and gender equal classrooms, and therefore helping to achieve success and promote critical and creative thinking of all students (Bae et al, 2014 ; Harris and de Bruin, 2017 ). This resulted in an integration of the creative arts within the scientific and technical disciplines, STEAM (Science, Technology, Engineering, Arts, Mathematics).…”