August 10, 2024Proceedings of The World Conference on Research in Teaching and EducationOpen Access

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

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Gains in technological problem-solving and device comprehension emerged among elementary learners following participation in the steam integrated curriculum.
Explanatory mixed methods evaluation coupled pre- and post-questionnaire quantitative analysis with qualitative inquiry coded collaboratively using a priori coding.
Highlights educational reform strategies that foster student recognition in programming robots and build a dependable human resource base for the future workforce.

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Implication

Explanatory mixed methods study reveals gains in technological knowledge, identity, and career interest among elementary students after STEAM lessons, highlighting pathways for curriculum reform.

Cite This Study

Brown et al. (2024) studied this question.

synapsesocial.com/papers/68e5cc74b6db643587562edd https://doi.org/10.33422/worldte.v3i1.359

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Implication

Explanatory mixed methods study reveals gains in technological knowledge, identity, and career interest among elementary students after STEAM lessons, highlighting pathways for curriculum reform.

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

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Cite This Study

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

Key Points

Discussion

Implication

Cite This Study

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