Evaluation of STEAM Project-Based Learning (STEAM PBL) Instructional Designs from the STEM Practices Perspective
Bibliographic Data
| ID | 22046266 |
|---|---|
| Authors | Miquel Pérez Torres (Centre for Learning and Teaching, University of Groningen, Autonomous University of Barcelona, 08193 Bellaterra, Spain), Miquel Torres (0000-0002-5176-3783, Universitat Autonòma de Barcelona, corresponding author), Digna Couso (0000-0003-4253-5049, Universitat Autonòma de Barcelona), Digna Couso Lagarón (Universitat Autònoma de Barcelona), Conxita Márquez Bargalló (0000-0001-9660-5124, Universitat Autonòma de Barcelona, corresponding author) |
| Year | 2023 |
| Volume | 14 |
| Issue | 1 |
| Pages | 53 |
| Publication date | 2023-12-31 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Education Sciences (JOURNAL) |
| Journal identifiers | ISSN: 2227-7102 • E-ISSN: 2227-7102 |
| Publisher | MDPI AG (PUBLISHER • IT) |
| DOI | 10.3390/educsci14010053 |
| OpenAlex | W4390479456 |
| Language | EN |
| Citations received | 4 |
| References cited | 35 |
Currently, there is a wide diversity of project-based learning instructional designs presented as “STEAM projects”. However, it is essential to evaluate if all these STEAM projects align their learning objectives and activities with the intended STEAM competences. This paper aims to characterize the impact of the STEAM educational approach through the analysis of contemporary STEAM projects implemented in five Spanish secondary schools from a curricular perspective based on STEM practices. A dataset comprising 46 secondary school STEAM projects implemented in Spain was evaluated using STEM project-based learningrubric, considering 21 evaluation criteria. The findings reveal an imbalance in the sophistication of STEAM projects concerning Science and Technology disciplinary-linked criteria and meta-disciplinary-linked criteria within this framework. These results enable the mapping and highlighting of the fact that not all STEAM projects equally serve their intended educational purposes or integrate all their features with the same level of sophistication. Curriculum organizations from different secondary school levels are also pointing out notable differences regarding how they address STEM competence. Acknowledging these differences and challenges in further initiatives of STEAM PBL instructional designs could support their design. By identifying areas of improvement, educators can optimize the impact of these projects on fostering STEAM competences among students
Curriculum · Engineering ethics · Engineering management · Mathematics education · Pedagogy · Project-Based Learning · Sociology · Sophistication · Biomedical and Engineering Education · Computer Science · E-Learning and Knowledge Management · Engineering · Problem and Project Based Learning · Psychology
Challenge-based learning implementation in K-12 education
C-STEAM interdisciplinary project-based activity design focused on traditional Chinese culture—take “a thousand miles of rivers and mountains” as an example
Regulating AI in STEAM education
Fostering preservice teachers’ interdisciplinary curriculum development through generative AI-mediated knowledge-building practices
STEM Project-Based Learning
The Cambridge Handbook of the Learning Sciences
Handbook of Research on STEM Education
What are we talking about when we talk about STEM education? A review of literature
Two Views About Explicitly Teaching Nature of Science
Learning Through STEM-Rich Tinkering: Findings From a Jointly Negotiated Research Project Taken Up in Practice
Project-Based Learning for the 21st Century
Nature of “STEM”
The Nature of STEM Disciplines in the Science Education Standards Documents from the USA, Korea and Taiwan
A Framework for Epistemological Discussion on Integrated STEM Education
Effects of an integrated STEAM approach on the development of competence in primary education students ( Efectos de una propuesta STEAM integrada en el desarrollo competencial del alumnado de Educación Primaria )
The trouble with STEAM and why we use it anyway
“I see myself as a STEM person”
Motivating Project-Based Learning
Teaching Scientific Practices
| Citations per year | 4 |
|---|---|
| Citation span | 2025 - 2026 (2) |
| Highly cited | No |