Science, Technology, Engineering, Arts, and Mathematics (STEAM) Integrated Curriculum in the Elementary School

Abstract

An interdisciplinary research team consisting of university professors and elementary school educators examined the impact of Science, Technology, Engineering, Arts, and Mathematics (STEAM) programs at an elementary school in Florida, United States, and the elementary school students' knowledge, identities, and attitudes toward STEAM learning experiences. In this paper, researchers discuss the findings of this explanatory mixed methods study (Fraenkel et al., 2012), by following up the quantitative analysis with qualitative inquiry to gain deeper insight into of participants' responses on a pre-activity questionnaire and a post-activity questionnaire. Open-ended responses on the pre- and post-questionnaire were thematically coded independently by three researchers using a priori codes and discussed collaboratively to connect to quantitative analysis. Research questions include: what are participants' self-reported STEAM knowledge, identity, and attitudes before and after participating in the lessons, and how did the STEAM lessons impact participants' STEAM knowledge, identity, and attitudes? Results indicate an increase in knowledge of figuring out how devices and applications work and solving problems with technology. Concerning identity, students indicated higher recognition in programming robots and utilizing technology while attitudes increased in multiple dimensions, including a desire to consider future STEAM careers. Teaching and learning strategies for reforming elementary school Science, Technology, Engineering, and Mathematics (STEM) and STEAM education in the United States as a dependable human resource for a competitive workforce is a significant part of the study and impacts the field of education.