Our Research
Focusing on STEAM
Over the last two years, STEM has been a big part of our school culture. The learnings of both teachers and students in our building has optimized student motivation and engagement in the areas of science, math, engineering and technology. This year, we wanted to know how to continue this, but to start branching out and bring more elements into the mix. We wanted to see if we could somehow, in someway bring the arts to STEM. We recognized that STEM - the areas of science, technology, engineering and math are not always the strongest or most liked by all students. We also recognized that many times people think they are either an 'artsy' person or a 'math person'. We wanted to see if we could debunk this idea. So, we developed a project that encompassed STEAM - which recognizes that to be successful in technical fields, individuals must also be creative and use critical thinking skills which are best developed through exposure to the arts. We aim to put the arts right in the middle of STEM.
The focus of our project became learning how to plan and implement a project between two grade levels that would allow students to be involved in STEAM. It was here we wanted them to be engaged and thus, understand that the arts are just as important as math, science and technology. Through our guided research and communication between each other and the MUN-TIA facilitators, we developed a plan and decided to do a cross curricular project that would see students learn through role play, and develop essential skills in communication, reasoning, problem solving and team building.
The focus of our project became learning how to plan and implement a project between two grade levels that would allow students to be involved in STEAM. It was here we wanted them to be engaged and thus, understand that the arts are just as important as math, science and technology. Through our guided research and communication between each other and the MUN-TIA facilitators, we developed a plan and decided to do a cross curricular project that would see students learn through role play, and develop essential skills in communication, reasoning, problem solving and team building.
Research Questions:
In the beginning, we had a lot of questions and wonderings. We spent a considerable amount of time debating how we would implement this project and what, exactly, would be the focus . Through many conversations, we came to discover a pattern in student thinking and actions. We realized that many of our students today did not want to invest their time learning something new or asking why. They want to know the answer, get the question/task complete, and not think about it after. We questioned this and decided that when students have a question, they can get an answer in milliseconds through Google.
"Students want to know, but they don't want to learn". This became a theme for our project. From here, we developed the following questions:
- How can we use STEAM to continue to motivate and engage students in their learning?
- How can we implement different technologies in our everyday teaching to help deliver curriculum with a more hands on approach where students want to learn?
- What types of technology can we implement in our everyday teaching to help deliver our curriculum with a more “hands on” approach?
- What effects will implementing a STEAM project have on students' eagerness to learn?
Ethical Considerations:
Prior to implementing the project, a consent form was sent home requesting permission from parents/guardians to allow their child to participate in this project. During Curriculum night in the fall, we met with all parents involved and explained what the project would entail. At this time, we gave opportunities for parents to ask questions and voice any concerns. Consent/participation forms were also signed by students to ensure they were willing to participate in our research.