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Implementing STEAM through Inquiry-Based Learning: A Case Study on Energy in Free Fall in Surinamese Secondary Education

Year: 2025
Type: book-chapter
Study design: Clinical Trial
Abstract: This chapter examines a STEAM approach grounded in inquiry-based learning (IBL) to teach energy transformations during free fall in secondary physics, focusing specifically on students’ understanding of the energy component in free fall. Conceptually, it addresses the challenge of engaging students in physics in ways that foster deep conceptual understanding, critical thinking, and hands-on problem-solving skills. The chapter situates this challenge within the Surinamese secondary education context, highlighting the potential of integrated STEAM approaches to bridge theoretical knowledge and practical application, while promoting equitable learning opportunities. We conducted a quasi-experimental study with two first-year classes at Henry N. Hassankhan School (STEAM–IBL n = 15; traditional n = 13). The intervention consisted of two 45-minute STEAM–IBL lessons combining guided experiments, small-group problem-solving, and arts integrated reflections, compared to lecture-based instruction in the control group. Learning outcomes were measured with a validated 25- item pre/post-test. Results indicated that the STEAM–IBL group significantly outperformed the lecture-based group (+2.44 vs. +0.98 on a 0–10 scale), with a notable advantage in linking gravitational potential and kinetic energy to observable situations (paired t, p < 0.001; ANOVA F(1,26) = 20.84, p < 0.001). These findings demonstrate that inquiry with low-cost experiments and multiple representations is both feasible and effective in multilingual, resource-constrained settings. Scaling such interventions, however, will require focused teacher professional development, access to simple simulations, and curricular alignment.
DOI: 10.52501/cc.399.01
Subfield: Education
Open Access status: bronze
OpenAlex ID: W7128296542
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