637bc75b0ba6f8d2e5d663ba21b909fc edusci_a2024v14n1p53.pdf 2c5735391271c5c74caeb31ff13e8244c15282e9 edusci_a2024v14n1p53.pdf a091f2bcdc40a7fa42349e6b12938cfa50a8b1a123bb966b27d42bb5ddcf25d9 edusci_a2024v14n1p53.pdf Title: Evaluation of STEAM Project-Based Learning (STEAM PBL) Instructional Designs from the STEM Practices Perspective Subject: Currently, there is a wide diversity of project-based learning instructional designs presented as “STEAM projects”. However, it is essential to evaluate if all these STEAM projects align their learning objectives and activities with the intended STEAM competences. This paper aims to characterize the impact of the STEAM educational approach through the analysis of contemporary STEAM projects implemented in five Spanish secondary schools from a curricular perspective based on STEM practices. A dataset comprising 46 secondary school STEAM projects implemented in Spain was evaluated using STEM project-based learningrubric, considering 21 evaluation criteria. The findings reveal an imbalance in the sophistication of STEAM projects concerning Science and Technology disciplinary-linked criteria and meta-disciplinary-linked criteria within this framework. These results enable the mapping and highlighting of the fact that not all STEAM projects equally serve their intended educational purposes or integrate all their features with the same level of sophistication. Curriculum organizations from different secondary school levels are also pointing out notable differences regarding how they address STEM competence. Acknowledging these differences and challenges in further initiatives of STEAM PBL instructional designs could support their design. By identifying areas of improvement, educators can optimize the impact of these projects on fostering STEAM competences among students. Keywords: STEAM; PBL; instructional design Author: Miquel Pérez Torres, Digna Couso Lagarón and Conxita Marquez Bargalló Creator: LaTeX with hyperref Producer: pdfTeX-1.40.25 CreationDate: Tue Jan 2 10:46:57 2024 CET ModDate: Tue Jan 2 10:50:05 2024 CET Tagged: no UserProperties: no Suspects: no Form: none JavaScript: no Pages: 21 Encrypted: no Page size: 595.276 x 841.89 pts (A4) Page rot: 0 File size: 2425276 bytes Optimized: no PDF version: 1.7 name type encoding emb sub uni object ID ------------------------------------ ----------------- ---------------- --- --- --- --------- HJOMHV+VnURWPalladioL-Bold Type 1 Custom yes yes yes 10 0 RMLCLV+VnURWPalladioL Type 1 Custom yes yes yes 16 0 UDAXGI+URWPalladioL-Bold Type 1 Custom yes yes yes 21 0 KGJSGM+URWPalladioL-Roma Type 1 Custom yes yes yes 27 0 KWVKUT+URWPalladioL-Ital Type 1 Custom yes yes yes 32 0 CAKDYH+TimesNewRomanPS-BoldItalicMT Type 1C WinAnsi yes yes no 48 0 HDGCFA+PalatinoLinotype-Bold CID TrueType Identity-H yes yes yes 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Identity-H yes yes yes 242 0 HDGCKA+PalatinoLinotype-Italic CID TrueType Identity-H yes yes yes 248 0 HDGCLB+PalatinoLinotype-Italic TrueType WinAnsi yes yes no 254 0 HDGCLC+PalatinoLinotype-Bold TrueType WinAnsi yes yes no 257 0 HDGCLD+PalatinoLinotype-Roman TrueType WinAnsi yes yes no 260 0 HDGCMD+PalatinoLinotype-Roman TrueType MacRoman yes yes no 263 0 FZTBVW+VnURWPalladioL-Italic Type 1 Custom yes yes yes 301 0 Jhove (Rel. 1.28.0, 2023-05-18) Date: 2024-02-21 02:38:15 CET RepresentationInformation: edusci_a2024v14n1p53.pdf ReportingModule: PDF-hul, Rel. 1.12.4 (2023-03-16) LastModified: 2024-02-20 15:31:05 CET Size: 2425276 Format: PDF Version: 1.7 Status: Well-Formed and valid SignatureMatches: PDF-hul MIMEtype: application/pdf PDFMetadata: Objects: 489 FreeObjects: 1 IncrementalUpdates: 0 DocumentCatalog: PageLayout: SinglePage PageMode: UseNone Outlines: Item: Title: Introduction Destination: section.1 Item: Title: Theoretical Framework Destination: section.2 Children: Item: Title: From STEM to STEAM Education Destination: subsection.2.1 Item: Title: Project-Based Learning as a Means of STEAM Education Destination: subsection.2.2 Item: Title: STEM Practices as an Analytical Framework to Study STEAM PBL Destination: section.3 Item: Title: Methods Destination: section.4 Children: Item: Title: Data Collection Destination: subsection.4.1 Item: Title: Research Instruments Destination: subsection.4.2 Item: Title: Data Analysis Destination: subsection.4.3 Item: Title: Results Destination: section.5 Children: Item: Title: STEAM PBL Instructional Design Sophistication: A Breakdown of 21 Criteria across 46 STEAM Projects Destination: subsection.5.1 Item: Title: Distribution of STEAM Projects for Disciplinary and Multidisciplinary Criteria Destination: subsection.5.2 Item: Title: An Analysis of the Differences and Similarities between Schools That Differently Convey the Science Curriculum through STEAM Projects Destination: subsection.5.3 Children: Item: Title: Secondary Schools That Exclusively Convey the Science Curriculum through STEAM Projects Destination: subsubsection.5.3.1 Item: Title: Secondary Schools That Partially Convey the Science Curriculum through STEAM Projects Destination: subsubsection.5.3.2 Item: Title: Discussion Destination: section.6 Children: Item: Title: Discussion of the Empirical Characterization of STEAM Projects Destination: subsection.6.1 Item: Title: Discussion of Differences between Subsets of STEAM Projects by Schools Destination: subsection.6.2 Item: Title: Conclusions Destination: section.7 Item: Title: Limitations Destination: section.8 Item: Title: Appendix A Destination: appendix.A. Item: Title: Appendix B Destination: appendix.B. Item: Title: Appendix C Destination: appendix.C. Item: Title: References Destination: appendix.D. Info: Title: Evaluation of STEAM Project-Based Learning (STEAM PBL) Instructional Designs from the STEM Practices Perspective Author: Miquel Pérez Torres, Digna Couso Lagarón and Conxita Marquez Bargalló Subject: Currently, there is a wide diversity of project-based learning instructional designs presented as “STEAM projects”. However, it is essential to evaluate if all these STEAM projects align their learning objectives and activities with the intended STEAM competences. This paper aims to characterize the impact of the STEAM educational approach through the analysis of contemporary STEAM projects implemented in five Spanish secondary schools from a curricular perspective based on STEM practices. A dataset comprising 46 secondary school STEAM projects implemented in Spain was evaluated using STEM project-based learningrubric, considering 21 evaluation criteria. The findings reveal an imbalance in the sophistication of STEAM projects concerning Science and Technology disciplinary-linked criteria and meta-disciplinary-linked criteria within this framework. These results enable the mapping and highlighting of the fact that not all STEAM projects equally serve their intended educational purposes or integrate all their features with the same level of sophistication. Curriculum organizations from different secondary school levels are also pointing out notable differences regarding how they address STEM competence. Acknowledging these differences and challenges in further initiatives of STEAM PBL instructional designs could support their design. By identifying areas of improvement, educators can optimize the impact of these projects on fostering STEAM competences among students. 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