The impact of STEAM (STEM + arts) activities on learning outcomes in students with specific learning disabilities

IF 0.6 Q4 EDUCATION, SPECIAL

Support for Learning Pub Date : 2023-12-06 DOI:10.1111/1467-9604.12462

Hakan Sari, Mustafa Çevik, Özge Çevik

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引用次数: 0

Abstract

The aim of this research is to examine the effect of STEAM (STEM + Arts) education, which is an interdisciplinary approach that has been frequently used in developed countries in recent years, on the science course learning outcomes of students with specific learning disabilities. The model of the research was structured as a mixed design and was realized with an explanatory sequential design. In this context, the research took place in two separate interactive stages. In the first stage, a quantitative method was applied. In this section, a one-group pretest–posttest pre-experimental model was used. The research was carried out with 4 students who were studying in a state primary school in a province in the Southern Region of Anatolia and who were diagnosed with specific learning disabilities. As data collection tools, an academic achievement test and STEAM process rubric were used. Means and standard deviations were used in the analysis of the data collected from the pretest, posttest, persistence test and rubrics. In the qualitative section of the study, interviews were conducted with the participants in order to evaluate STEAM education in the light of the quantitative stage, and diaries were kept for the participants in the context of a more in-depth and objective examination of the process. The data collected by qualitative data tools were subjected to content analysis and direct quotations were made from the opinions and diaries of the participants. As a result of the research, it was determined that the quantitative findings overlapped with the qualitative findings. It was observed that the STEAM activities increased the academic success of the participants, that their motivation was high, and that they were curious and eager for the activities. In addition, it was revealed that they made an effort to use the knowledge and experience they had gained from the STEAM activities in other courses.

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STEAM（STEM + 艺术）活动对特殊学习障碍学生学习成果的影响

STEAM（STEM + Arts）教育是近年来在发达国家频繁使用的一种跨学科教育方法，本研究旨在探讨STEAM教育对特殊学习障碍学生科学课程学习成果的影响。研究模式采用混合设计，并通过解释性顺序设计来实现。在这种情况下，研究分两个独立的互动阶段进行。第一阶段采用定量方法。在这一阶段，采用了一组前测-后测前实验模式。研究对象是安纳托利亚南部地区某省一所公立小学的 4 名学生，他们被诊断出有特殊学习障碍。研究使用了学业成绩测试和 STEAM 过程评分标准作为数据收集工具。在分析从前测、后测、持续性测试和评分标准中收集的数据时，使用了平均数和标准差。在研究的定性部分，对参与者进行了访谈，以便根据定量阶段的情况对 STEAM 教育进行评估，并为参与者记录了日记，以便对这一过程进行更深入和客观的考察。对通过定性数据工具收集到的数据进行了内容分析，并直接引用了参与者的意见和日记。研究结果表明，定量研究结果与定性研究结果相吻合。据观察，STEAM 活动提高了参与者的学习成绩，他们的积极性很高，对活动充满好奇和渴望。此外，还发现他们努力将从 STEAM 活动中获得的知识和经验用于其他课程。

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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来源期刊

Support for Learning EDUCATION, SPECIAL-

CiteScore

1.50

自引率

0.00%

发文量

期刊介绍： The articles in this journal examine the practical and theoretical issues surrounding the education of pupils with special educational needs in mainstream schools. Support for Learning aims to act as a bridge between academics and practitioners. All aspects of curriculum delivery, classroom management and the use of support services are covered. Strategies to eliminate underachievement and promote best practice are especially featured. Most, but not all, issues of Support for Learning, focus on a topical theme. The journal is widely read in the UK and overseas as an authoritative guide to the current state of SEN policy and practice.