Integrating art in STEAM art education in a STEAM based multidisciplinary learning module

Abstract

This thesis presents an action research study on STEAM education, focusing on a multidisciplinary learning module for 7th-grade students. The learning module, titled the Ecological Living Project, emphasizes the integration of Art into STEAM (Science, Technology, Engineering, Arts, and Mathematics) education. The planning and implementation of the project are documented in a diary format, detailing the entire process. The diary entries and observations included in this thesis pertain to four groups, totaling 18 students. This study aims to clarify the equal importance of art integration within STEAM education and identify the factors that lead to the successful implementation of STEAM initiatives, emphasizing the significance of Art (A) and its influence on their success. The author, an art teacher with a personal interest in STEAM education, actively participated in planning and implementing the multidisciplinary learning module. This involvement provided a practical perspective on integrating STEAM principles in education. The findings highlighted four key themes: Interdisciplinary Approach, Collaboration and Cooperative Learning, Assessment and Feedback, and Engagement and Motivation. These themes demonstrated that arts integration in STEAM disciplines can be fluid and effective. The findings have implications in three main areas. Firstly, the project provides a framework and practical examples of how art can be integrated into STEM disciplines, offering valuable guidance for art teachers. Secondly, by demonstrating the seamless integration of different subjects, the project helps subject teachers appreciate and adopt an interdisciplinary approach to learning, thereby enhancing the overall educational experience. Lastly, the project's success and collaborative efforts encourage teachers to work together in planning and implementing similar curricula.