LUMAT: International Journal on Math, Science and Technology Education https://journals.helsinki.fi/lumat <p>LUMAT publishes peer-reviewed research articles on math, science and technology education. Articles include research papers and perspective papers.</p> en-US editor@lumat.fi (Johannes Pernaa) editor@lumat.fi (Johannes Pernaa) Thu, 18 Mar 2021 22:02:43 +0200 OJS 3.1.2.0 http://blogs.law.harvard.edu/tech/rss 60 Editorial: Special Issue “Promoting STEAM in Education” https://journals.helsinki.fi/lumat/article/view/1559 <p>Lately STEAM (science, technology, engineering, art/aesthetics/architecture/all, mathematics) education has become a common notion. Yet, the theoretical and practical perspectives on STEAM, from its nature to classroom applications and its implementation in teacher education have unexamined potential. This special issue grew out of the International LUMAT Research Symposium “Promoting STEAM in Education” that took place at the University of Helsinki, Finland in June of 2020. With the challenges of organizing an online symposium in the midst of the COVID-19 pandemic, its online nature had significant advantages. The symposium drew international scholars inviting a multitude of prospective on STEAM education, while uncovering the challenges faced by educators. The issue aims at examining these challenges through a collection of papers. In this editorial, we introduce some key notions, discourses, and challenges of STEAM education, as a relatively novel concept and briefly discuss the history of STEAM and its evolution over the last decades. We also problematize STEAM and its roots through asking a question: What is “A” in STEAM representing? Then we introduce the three articles in this special issue: “Full STEAM ahead, but who has the map? – A PRISMA systematic review on the incorporation of interdisciplinary learning into schools”; Promoting STEAM learning in the early years: ‘Pequeños Científicos’ Program”; and “Promoting student interest in science: The impact of a science theatre project”. These articles challenge us to rethink STEAM education, reveal the potential of STEAM, and offer ideas for future research.</p> Jaana Herranen, Erik Cyrus Fooladi, Marina Milner-Bolotin Copyright (c) 2021 Jaana Herranen, Erik Cyrus Fooladi, Marina Milner-Bolotin https://creativecommons.org/licenses/by/4.0 https://journals.helsinki.fi/lumat/article/view/1559 Thu, 18 Mar 2021 15:44:43 +0200 Full STEAM ahead, but who has the map? – A PRISMA systematic review on the incorporation of interdisciplinary learning into schools https://journals.helsinki.fi/lumat/article/view/1387 <p>Science, Technology, Engineering and Mathematics or "STEM" focused pedagogy &nbsp;&nbsp;&nbsp;&nbsp;&nbsp;has been influenced changes in education for decades. Responding to the need for interdisciplinary skilled workforces, the STEM approach has been revised firstly to reflect the incorporation of Arts, (STEAM) and, more recently, to place stronger emphasis on cross-disciplinary connections. However, there is little empirical evidence to drive the development of a practical model for classroom implementation. This systematic review aims to consolidate existing empirical evidence on the incorporation of interdisciplinary learning via a STEM/STEAM approach in high-school environments using a PRISMA review scaffolding. The review identified ninety-nine articles that addressed interdisciplinary learning. However, the majority of them were excluded due to the lack of empirical evidence for such improvements, resulting in only eleven studies being included in the final synthesis. This suggests that more research is required prior to wide-scale implementation within high school education systems. <strong>&nbsp;</strong>Of those that met the selection criteria, the overarching theme was that improved outcomes were best achieved via either a real-world project-based or problem-based learning pedagogy with the use of community and industry support. However, due to the low number of studies found to fit the criteria, it is recommended that further research is conducted to provide greater empirical evidence to support this finding.</p> Daniel White, Seamus Delaney Copyright (c) 2021 Daniel White, Seamus Delaney https://creativecommons.org/licenses/by/4.0 https://journals.helsinki.fi/lumat/article/view/1387 Thu, 18 Mar 2021 15:43:49 +0200 Promoting STEAM learning in the early years: “Pequeños Científicos” Program https://journals.helsinki.fi/lumat/article/view/1401 <p>Education in the early years is an excellent space for promoting integrated learning. The STEAM education model combines Science, Technology, Engineering, Arts and Mathematics holistically and has gained force globally, mostly in developed countries. However, in developing countries of Latin America, STEAM education programs are incipient and still unfamiliar to many early childhood and primary school educators. "Pequeños Científicos" is a pioneer educational program in Chile aimed at providing extracurricular academic enrichment to students 3 to 10 years old, with a gender-empowering approach. With a cross-sectional design and integrating data from students, researchers and educators, this article documents program design and implementation issues based on a partial application of SWOT analysis grounded on strengths, weaknesses and opportunities. The strengths were the strongest elements that might be transferred to similar interventions, for instance, students were positively engaged in the learning processes and actively communicating their advances through diverse artistic formats. The weaknesses were mainly difficulties that can be avoided in future replication, such as teachers' management of children's behavior. Opportunities present alternatives to these types of programs to improve and grow; for example, through articulation of the courses and including children with additional needs. We call for tackling the weaknesses for more efficient application and discuss the promotion of STEAM learning in the early years in the contexts of high educational inequality for future replication in diverse contexts.</p> Valeria M. Cabello, M. Loreto Martinez, Solange Armijo, Lesly Maldonado Copyright (c) 2021 Valeria M. Cabello, M. Loreto Martinez, Solange Armijo, Lesly Maldonado https://creativecommons.org/licenses/by/4.0 https://journals.helsinki.fi/lumat/article/view/1401 Thu, 18 Mar 2021 15:43:11 +0200 Promoting student interest in science: The impact of a science theatre project https://journals.helsinki.fi/lumat/article/view/1489 <p>Researchers have often noted the potential of the performing arts to support STEM education – especially in heterogeneous classrooms. This article reports on the implementation of a science theatre project in a secondary school class located in a disadvantaged area of Hamburg (Germany). In the accompanying research study, effects on students' interest in STEM and artistic expression were surveyed. Data analysis using <em>t</em>-tests shows that the artistic work significantly increased students' interest in physics and chemistry, and specifically in the process of galvanization, the project's focus topic. The analysis also revealed a growth in students' knowledge of cultural practices, self-confidence, joy in individual artistic expression, and classroom spirit during the course of the project.</p> Lydia Schulze Heuling Copyright (c) 2021 Lydia Schulze Heuling https://creativecommons.org/licenses/by/4.0 https://journals.helsinki.fi/lumat/article/view/1489 Thu, 18 Mar 2021 15:44:15 +0200