New Perspectives in Science Education
Empowering Physical Sciences Teachers to Introduce a STEAM Approach: A Path to Active Teaching and Critical Learning
Promise Mafokwane, Research Unit for Self-directed Learning, North-West University, Potchefstroom (South Africa)
Neal T Petersen, Research Unit for Self-directed Learning, North-West University, Potchefstroom (South Africa)
Paul Iwuanyanwu, Research Unit for Self-directed Learning, North-West University, Potchefstroom (South Africa)
Abstract
The South African school curriculum is intended to promote active teaching to foster critical learning. It encourages teachers to employ engaging teaching-learning approaches, such as integrating arts to contextualise the subject content. However, many teachers still predominantly use teacher-centered approaches. Fifteen Physical Sciences teachers (PSTs) participated in a three-day short learning program (SLP) to equip them with the knowledge and skills to implement a STEAM (Science, Technology, Engineering, Arts, and Mathematics) approach. The SLP, based on self-directed learning principles, focused on integrating arts to enrich the Physical Sciences curriculum content. For this reason, PSTs were encouraged to incorporate a range of STEAM approaches, such as puppetry and drama, in their lessons. The study's research question was: How does empowering PSTs using a STEAM approach promote active teaching to foster critical learning? The study was situated inside the Zone of Proximal Development, which is a component of Vygotsky's (1978) social-constructivist theory. Data were gathered from questionnaires, interviews, and observations in a qualitative study carried out under an interpretivist paradigm. Five PSTs avail themselves to be observed and interviewed three months after the SLP. Based on the pre- and post-questionnaires before and after the SLP on STEAM pedagogy the PSTs indicated that there was an improvement in how to integrate arts in science lessons. By using drama to teach Physical Sciences topics like photoelectric effects and acid-base reactions, the participating PSTs reported that learners experienced a more enriched learning experience, helping them connect with the subject matter on a deeper level and making the learning process more enjoyable. The findings also underscored the motivational and critical thinking benefits of a STEAM approach, as supported by Hsiao and Su (2021).
Keywords: STEAM Approach; active teaching; critical learning
REFERENCES
[1] Hsiao, P., & Su, C. 2021. A Study on the Impact of STEAM Education for Sustainable Development Courses and Its Effects on Student Motivation and Learning. Sustainability 13(7): 3772. https://doi.org/10.3390/su13073772
[2] Vygotsky, L.S. 1978. Mind in society: the development of higher psychological processes. Cambridge: Harvard University Press.
