Work

Enhancing Elementary Students Conceptual Understandings of Scientific Phenomena: The Impact of STEAM‐First and STEM‐First Approaches

Year: 2025

Type: article

Abstract: ABSTRACT This study delves into the realm of student conceptual change, examining shifting understandings as important steppingstones on the path to sensemaking and canonical understanding in science education. It explores the potential of a STEAM (Science, Technology, Engineering, Arts, and Math) curriculum, aiming to provide equitable learning opportunities, especially for emerging bilingual (EB) student populations. To achieve this, elementary school educators from randomly assigned schools received professional development training to implement a novel curriculum encompassing both STEM and STEAM (STEM + Arts) approaches to life science instruction. These approaches comprised: (1) an NGSS‐aligned STEM unit employing inquiry‐based science instruction; (2) an NGSS‐aligned STEAM unit utilizing Arts‐based science instruction instead of inquiry methods. The results indicated that a STEAM‐first approach was most beneficial in helping students change from non‐canonical conceptual understanding toward more nuanced canonical science knowledge. Specifically, for EB students, the STEAM‐first approach showed even more promise, signifying its potential to bridge educational disparities. Furthermore, the study revealed that the integration of Arts as an instructional tool to teach science education played a pivotal role in enhancing the overall learning experience among students. Arts integration stimulated motivation, invigorated conceptual understanding, and offered unique avenues for elucidating complex scientific concepts and terminologies. This research contributes valuable insights for improving science education instruction, emphasizing the efficacy of conceptual change toward canonical scientific understanding through patterns of instructional sequencing of effective STEAM integration. It provides educators with evidence‐based strategies to foster inclusive and equitable science learning experiences, ultimately guiding students toward deeper conceptual comprehension.

Source: Science Education

DOI: 10.1002/sce.21942

Authors: Michael W. Corrigan, Joseph T. Wong, Doug Grove, Sage Andersen, Bradley S. Hughes

Institutions: Marshall University, University of California, Irvine, The University of Texas at Austin

Language: English

Topic: Science Education and Pedagogy

Subfield: Education

Field: Social Sciences

Domain: Social Sciences

SDGs: Quality education, Reduced inequalities

Open Access status: hybrid

Estimated APC paid: $4,050