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Education is a constantly evolving field that encompasses various approaches to teaching and learning. In our paper, we focused on qualitative research conducted with future primary level teachers using a STEAM (Science, Technology, Engineering, Arts and Mathematics) approach. The research involved classroom observation, analysis of the student work, and obtaining interpretations from the students via report protocols and focused interviews. We examined the students’ learning and problem-solving strategies within STEAM-based activities as well as their perspectives on its use in primary education. Students participated in the research activity in two stages. In the first stage, further referred to as Activity 1, they followed a predetermined algorithm, instructions to construct an electronic device. The instructions for this device were developed to serve as a resource for primary education and to prepare the students for the second stage. In the second stage, further known as Activity 2, the students were tasked with creating a new electronic device together with providing the instructions. The new device was required to have a practical application. Following the completion of these activities, we collected and analyzed the procedural reflections and didactic interpretations from students. Within these interpretations, we also sought their opinions on how STEAM projects like these could help develop various aspects of STEAM competencies in children such as technical skills and knowledge, algorithmic thinking, and device architecture as well as mathematical and scientific thinking.
Gunčaga et al. (2024) studied this question.