How transdisciplinary integration, creativity and student motivation interact in three STEAM projects for gifted education?

Gifted Education International Pub Date : 2023-03-29 DOI:10.1177/02614294231167744

Carlos Lage-Gómez, Germán Ros

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Abstract

The study analyses the relationship between transdisciplinary integration, creativity and student motivation in three STEAM projects. It has been carried out over 3 years in a programme for gifted students. 152 students (11–12 years old), five teachers and four external professionals participated. The projects included a variety of scientific, humanistic and artistic activities, together with outings, the collaboration of experts and the creation of a transdisciplinary art-based final products. The research was carried out through the analysis of qualitative data (interviews, video-recordings, participant observation) using Atlas.ti8 within the framework of Activity Theory and statistical analysis of questionnaires. It shows how the transdisciplinary integration favoured a complex approach to knowledge with an essential role of the artistic-based transdisciplinary final products and fostered a plural approach to creativity. The active participation of the students favoured their motivation and involvement. The significant correlation between creativity, student motivation and transdisciplinary integration emerges as a key element in the STEAM projects implemented.

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跨学科整合、创造力和学生动机如何在三个资优教育STEAM项目中相互作用?

本研究分析了三个STEAM项目中跨学科整合、创造力和学生动机之间的关系。这是一个针对资优学生的项目，已经进行了3年多。共有152名学生(11-12岁)、5名教师和4名外部专业人士参与。这些项目包括各种科学、人文和艺术活动，以及郊游、专家合作和跨学科艺术最终产品的创作。研究通过使用Atlas对定性数据(访谈、录像、参与性观察)进行分析。ti8在活动理论和问卷统计分析的框架内。它显示了跨学科整合如何有利于以艺术为基础的跨学科最终产品的重要作用的复杂的知识方法，并培养了一个多元化的方法来创造。学生的积极参与有利于他们的积极性和参与度。创造力、学生动机和跨学科整合之间的显著相关性成为实施STEAM项目的关键要素。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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Gifted Education International

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