![]() In the light of the principal findings, it was concluded that arguing for the implementation of STEAM education over STEM education, with a view to developing or promoting student creativity, is not in agreement with the evidence from the empirical studies.Ī promising way to bring STEAM (STEM enriched with Arts) into classrooms is the Professional Development (PD) path. The analysis suggested that: (1) the interventions based both on STEM and STEAM have multiple and even contradictory forms, both in theory and in practice (2) there appears to be a preference among researchers for the Likert-type test to evaluate creativity and (3) both educational approaches show evidence of positive effects on student creativity. A systematic search of papers over one decade, 2010–2020, found 14 didactic interventions on the Web of Science and Scopus databases for analysis within the review process. ![]() ![]() A review is therefore presented here of empirical STEM and STEAM-based educational interventions so as to determine their potential to develop student creativity. Both educational approaches seek to renew the scientific literacy of younger generations, and, with the inclusion of the arts, student creativity is described as a key skill that must receive special attention. STEM (science, technology, engineering and mathematics) is an educational approach that is now accompanied by the STEAM (STEM + Arts) variant. Conclusions for appropriate educational settings to foster STEAM environments are discussed. As a consequence, our STEAM module was shown to trigger both the creativity level and the career choice preferences. Similarly, pre-creativity scores were shown to significantly predict the related post-scores: act and flow. Path analysis elaborated the role of creativity (measured with two subscales: act and flow), and it showed that post-act, post-flow as well as relative autonomy are valuable predictors of career choices. A pre-/post-test design monitored individual creativity, relative autonomy, and career choice preference. Two science pedagogues acted as tutors supervising the process and intervened only when needed. Within a 140 minute workshop period participants worked with commercially available ‘4Dframe’ Math and STEAM learning toolkits to design and create original, personal and individual geometrical structures. 52% girls) completed a learning module integrating informal hands-on mathematics and arts activity (extending STEM to STEAM). Finally, consistency of interest could explain 12% of unique variance but with negative sign, implying it was not a component of the creative potential of science learners.Ī sample of 392 students (aged 12-13 years, M± SD: 12. Positive friend group behavior came second, with 9% unique variance explained to the residual. ![]() Legislative thinking style turned out to be the most dominant pre-dictor, with 63% of unique variance explained by it. Group variance explained by them was at over 53%. The results revealed that supportive friend group behavior, consistency of interest (a sub-factor of grit), and legislative thinking style can predict the creative potential of science learners. A hierarchical regression method was used to determine how well positive behavior of parents, supportive behavior of friend groups, grit, motivation in science, and legislative thinking style could predict the creative potential of the science learners. The study was conducted on science learners at high school-and college-level to explore the interrelation of various factors from social environment, cognitive, and non-cognitive resources affecting their creative potential. Implications for the design of STEAM learning environments are discussed. Further, results provide support for the mediating role of self-efficacy in the relationship between creativity and science career motivation. Gender differences in the above effects are also observed. Using pre- and post-survey data from 175 high-school students in Italy, results show an overall positive effect of the intervention both on the act subscale of creativity and science career motivation, whereas a negative effect is found on self-efficacy. This paper contributes to this line of research by reporting on a two-wave quantitative study that examines the effect of a long-term STEAM intervention on two cognitive processes associated with creativity (act, flow) and their interrelationships with intrinsic and extrinsic components of science motivation. Yet the impact of STEAM practices on student creativity and specifically on how the latter is associated with science learning outcomes have thus far received scarce empirical support. With the increasing shift from STEM to STEAM education, arts-based approaches to science teaching and learning are considered promising for aligning school science curricula with the development of twenty-first century skills, including creativity.
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