Search Results (133)

This article presents the revision of the STEAM model originally proposed by Yakman, in 2008, introducing the Human variable, as an extremely important element for the model, which was defined as STEAM ∀H, where ∀H is for all Humanity. This proposal is motivated by several factors. On the one hand, the evolution of industrial design from the 19th century to present, going from designing objects focused on facilitating industrialization and focused on the user, to design focused on the human being and humanity. On the other hand, since the formulation of the STEAM model, different improvements have been proposed in the literature in order to introduce humanistic disciplines into the model, also seeking to introduce society as a fundamental element. For example, the literature has proposed the STREAM model, where R is religion, or STEAM-ED, where -ED implies an approach based on the constructivist social theory. The STEAMS model, where S is Society, has also been proposed to try to improve training in understanding society and the implications of designing for it. Initially Yakman introduces the “A” in the STEM model as the sum of different disciplines that use the word “art” in their description: Fine Arts, Physical Arts, Manual Arts and Liberal Arts. The first three disciplines are associated with the practical and also creative part, while the Liberal Arts approach various disciplines in the humanities and social areas. Yakman’s definition of STEAM was quickly accepted and assimilated by the scientific community. However, for the purposes of application, the “A” is treated fundamentally as that creative and artistic component transversal to the rest of the model, relegating humanistic and social learning to the background. In the first section of this article the redefinition of the “A” in the STEAM model is proposed, which was originally defined by Yakman, by integrating the areas of Fine Arts, Physical Arts and Manual Arts; adding ∀H, as STEAM ∀H, which integrates the Liberal Arts, defining the model as: “the learning of Science and Technology interpreted through Engineering and Art based on the language of Mathematics and taking into account the implications of Science, Technology, Engineering, Art and Math’ for all Humanity” The second section of this article proposes the implementation in detail of the STEAM ∀H model in higher education, specifically, in the first year of the Degree in Industrial Design Engineering and Product Development, where the STEAM areas represented by the subjects of Physics, Mathematics, Basic Design, Representation of Shapes, etc., must be integrated with the subject of Social Doctrine of the Church. The model has been tested in three consecutive courses. An empirical qualitative study, case study method was carried out thorugh multiple-question Likert scale questionnaries to analize the perpective and perception of the participants to the new method. The frequency of the results obtained are shown and analized at the end of the article. Full article

Oil refineries play a crucial role in meeting global energy demands, and optimizing the efficiency of critical processes is vital for economic feasibility and environmental sustainability. Simulation is an essential tool for the optimization of valuable products. This work presents the rigorous simulation of a vacuum distillation unit (VDU) based on actual data from the vacuum distillation processes using Aspen HYSYS V10. The Peng–Robinson fluid package is used in this simulation, and an input assay with a standard density of 29 API_60 (879.8 kg/m³) is employed. True boiling point (TBP) assay data are the type that is being used. Methane, ethane, propane, i-Butane, n-Butane, i-Pentane, and n-Pentane are the components listed in the simulation. The research determines that achieving a yield capacity of 685 tons/h requires thirty stages in the atmospheric distillation unit and twelve stages in the vacuum distillation unit while operating at 420 °C temperature and 9 kPa pressure. Adjustments in the flash section temperature (FST) and steam flow rate (SFR) are proposed to enhance operational efficiency. Increasing the FST from 370 °C to 400 °C and adjusting SFR from 10 tons/h to 26 tons/h increases the Light Vacuum Gas Oil (LVGO) yield by 7.2% while elevating the FST from 400 °C to 430 °C and adjusting SFR from 10 tons/h to 26 tons/h enhances the High Vacuum Gas Oil (HVGO) yield by 7.4%. These optimization strategies offer a practical and effective approach for refineries to improve the economic benefits of vacuum distillation units. The implications of this research can act as a computational thinking exercise for higher education students considering the case study where only through changing the operational strategies can the yield be enhanced by 10.81% in the vacuum distillation unit of the oil refinery. Full article

Various pedagogical approaches have been proposed to attract more female students to STEM (science, technology, engineering, and mathematics), targeting student beliefs and perceptions that are linked to STEM study intentions. The current study, which took place in a secondary school in Cyprus and employed a quasi-experimental design, aims at contributing to this literature. Responses to pre- and post-questionnaires by 69 experimental and 27 control students show that students in the experimental group, who participated in an intervention in which they learned about the lives and accomplishments of STEM/STEAM role models via a game-based learning approach, improved their STEM ability perceptions compared to control group students, who reported similar pre-post survey levels of STEM ability perceptions. Female students benefited more compared to their male counterparts, and using a game-based learning approach contributed significantly to the effectiveness of students’ exposure to the role models. Taken together, study findings support the use of role models and learning games as tools to attract more female students to STEM. Full article

The term STEAM (Science, Technology, Engineering, Arts and Mathematics) is associated with a promising pedagogical approach to improve the development of students at different educational stages. Degrees linked to a STEAM approach encourage real-world problem solving through the application of multidisciplinary knowledge. The objective of this research is to analyze the perception of Early Childhood and Primary to Secondary Education teachers on the existence of the gender gap among pre-university students in subjects related to STEAM degrees in Spain. Given the results obtained, it is possible to affirm that according to teachers, there is a gender gap among students in the early educational stages in topics related to STEAM careers, which can mark their future gender gap in university education. Given this scenario, it is necessary to continue researching the possible factors that influence the gender gap in these degrees to understand possible gender inequalities in the educational field. Furthermore, the need to implement educational strategies that promote gender equality in Spain from the first educational stages is highlighted. Full article

Early Childhood Science Education, within a wide range of research topics, studies mental representations of children aged 3–8 years about natural phenomena. Recently, there has been a strong scientific interest in the way children construct precursor mental models. The current study attempts to address children’s mental representations of clouds, as well as condensation and the precipitation of water vapour. To fulfill this goal, a qualitative study was implemented involving 19 preschool children. Specifically, the survey included pre-tests and post-tests for recording children’s mental representations, as well as a structured teaching process. The main activities of this teaching process followed the four stages of the Engineering Design Process and a STEAM approach, adapted both to children’s cognitive needs and the conditions of a real classroom. The results showed that most children of this age (mean age: 5.05 years) were able to approach the concepts of condensation and precipitation, as well as the process of cloud creation. It seems, therefore, that it is possible for young children’s initial mental representations to be transformed into representations compatible with school knowledge. Finally, the data and the results of the research lead to the conclusion that children of this age are capable of constructing a precursor model about clouds and the phenomena of condensation and precipitation. Full article

As artificial intelligence (AI) becomes increasingly prevalent, it has become a topic of interest in education. The use of AI in education poses complex issues, not only in terms of its impact on teaching and learning outcomes but also in terms of the ethical considerations regarding personal data and the individual needs of each student. Our study systematically analyzed empirical research on the use of AI in primary education, specifically for children aged 4–12 years old. We reviewed 35 articles indexed in SCOPUS, filtered them according to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines, analyzed them, and categorized the findings. The research focused on the studies’ objectives, learning content, learning outcomes, learning activities, and the pedagogy of activities or the AI tools. Our categorization resulted in three main categories of research objectives regarding the creation, implementation, and evaluation of AI tools and five categories for learning content: AI and ML (machine learning) concepts in STEM and STEAM, language learning, mathematics, arts, and various other subjects. The learning activities were split into four categories: apply, engage, interact, use; project-based learning with multiple activities; experience and practice; and students as tutors. The learning outcomes were split into three levels: cognitive, affective, and psychomotor. The pedagogy of AI tools falls into four categories: constructivism, experiential learning, AI-assisted learning, and project-based learning. The implications for teacher professional development are discussed. Full article

This research addresses the social exclusion of elderly citizens in terms of lifelong education via an interdisciplinary STEAM (science, technology, engineering, arts, and mathematics) approach. Technological literacy among older people is a critical factor in social exclusion. This study seeks to provide senior citizens with competencies in scientific, artistic, mathematical, and technological domains by enhancing scientific and technological literacy. The research developed a series of non-formal education sessions on the golden ratio using a STEAM educational approach. A quantitative methodology approach was carried out by using a diagnostic survey of the participants’ conceptions and a subsequent quasi-experimental study to evaluate the impact of the intervention. This study, conducted with 37 senior citizens (n = 37), found positive results aligning with the existing literature on the potential of the STEAM approach. The STEAM approach proved to be engaging for seniors, offering a holistic and interdisciplinary educational experience. Despite the limited availability of science educational programs for seniors and the scarcity of studies on lifelong learning using the STEAM approach, this research highlights the need for such initiatives, especially given the growing senior population. Applying STEAM education shows promise in enhancing scientific literacy and motivation among adult learners. By integrating mathematical concepts, such as the golden ratio, with practical applications in arts and natural sciences, STEAM education can provide a rich, motivating, and accessible learning experience, promoting active and healthy ageing through lifelong learning. Further research and development in this area could maximise educational benefits for the senior population. Full article

There is a consensus that students should be involved in interdisciplinary activities that promote a solid education in STEAM subjects from an early age. The outdoor settings of schools present an advantageous context for STEAM education, allowing for a myriad of learning experiences. To understand how teachers perceive the pedagogical use of the school’s outdoor space, a study was carried out in a cluster of schools in a Portuguese city, including one middle school and 10 kindergarten and elementary schools. A mixed methods approach was used, combining a questionnaire for teachers (N = 49) with interviews (N = 8). The results indicate that teachers’ perceptions of the characteristics of their school’s outdoor spaces either facilitate or hinder the implementation of outdoor pedagogical activities. Most teachers concur that the outdoors provides contact with nature and encourages interdisciplinary and collaborative activities. However, the teachers surveyed admit to using the school’s outdoor spaces only occasionally, and this use decreases as the educational level at which they teach increases. The most common use of outdoor spaces is for physical and motor activities, promoting the well-being of children and youth. Although interdisciplinary activities in outdoor spaces are recognised, their implementation is limited and hampered by factors such as the length of curricula and the lack of training for teachers in these approaches. In this sense, there is an urgent need to train teachers in the interdisciplinary use of outdoor spaces to promote a solid education in STEAM subjects. Full article

Education is a constantly evolving field that encompasses various approaches to teaching and learning. In our paper, we focused on qualitative research conducted with future primary level teachers using a STEAM (Science, Technology, Engineering, Arts and Mathematics) approach. The research involved classroom observation, analysis of the student work, and obtaining interpretations from the students via report protocols and focused interviews. We examined the students’ learning and problem-solving strategies within STEAM-based activities as well as their perspectives on its use in primary education. Students participated in the research activity in two stages. In the first stage, further referred to as Activity 1, they followed a predetermined algorithm, instructions to construct an electronic device. The instructions for this device were developed to serve as a resource for primary education and to prepare the students for the second stage. In the second stage, further known as Activity 2, the students were tasked with creating a new electronic device together with providing the instructions. The new device was required to have a practical application. Following the completion of these activities, we collected and analyzed the procedural reflections and didactic interpretations from students. Within these interpretations, we also sought their opinions on how STEAM projects like these could help develop various aspects of STEAM competencies in children such as technical skills and knowledge, algorithmic thinking, and device architecture as well as mathematical and scientific thinking. Full article

This study aims to explore how a learning sequence designed with an Integrated STEAM Education perspective (iSTEAM) contributes to students’ levels of creativity. The participants in this study were students from 9th and 10th grade with ages between 14 and 16 years old. Students were challenged to produce a soundtrack for an animation video. This was achieved by building artifacts and using the phenomena of physics under study (mechanical energy) to produce sound effects. These were later digitally recorded and assembled to build the video’s soundtrack. This research work contributes to addressing the importance of STEAM education integration and of digital competence in developing students’ creativity in problem solving. Full article

This scoping review examined the impact of nature-based outdoor learning environments on the formation of STEAM (science, technology, engineering, arts, and mathematics) concepts in preschoolers. Preschool age (3–5 years) is the time when physical interaction with surrounding built environments increases, and spontaneous learning from the environment intensifies—making it an ideal age range to promote nature-based informal learning. An outdoor learning environment can influence STEAM concept formations of preschoolers with an intentional design that offers STEAM learning affordances. Despite the rising interest in early STEAM education, there is still limited literature on how the outdoor environment may influence STEAM learning behaviors of preschoolers (3–5 years old). This scoping review intended to evaluate the existing knowledge regarding the physical factors contributing to STEAM learning affordances in an outdoor environment for children aged three to five. The review included studies from the last twenty years. This scoping review was conducted following the criteria outlined in the Preferred Reporting Items for Systematic Reviews and Meta-Analyses Extension for Scoping Reviews (PRISMA-ScR). For this scoping review, 843 citations were discovered across four databases (JSTOR, Scopus, EBSCOhost, and Web of Science), ProQuest, and Google Scholar, and 31 articles were considered eligible for inclusion. The paper synthesized those 31 studies to identify the key STEAM learning behaviors of children and STEAM-activity-supportive settings that may positively influence preschoolers’ STEAM concept development. Full article

The authors investigated the impact of active learning STEM and STEAM approaches on secondary school students’ general engineering knowledge, intrinsic relevance, and creativity. Three out-of-school sensor-based courses were held successively. Every sensor-based course involved the final project development. A structured questionnaire was administered to 379 students and consisted of two critical factors: creativity and intrinsic relevance. The third factor was dedicated to the students’ engineering learning outcomes. Two factors were addressed to secondary school students, while the third factor was addressed to the tutors’ observations of the students’ general sensor-based knowledge. Clustering validation analysis quantified the obtained results and justified the significant differences in all estimated factors for different educational modes. Moreover, the study showcases the value of the arts in sensor-based learning-by-doing courses when tackling complex issues like engineering topics. The authors suggest that broader research be undertaken, involving a larger sample, a greater scale, and a diversity of factors. Full article

Self-regulated learning refers to the learner’s ability to regulate his or her behaviour, focusing on the acquisition of academic content, skill, or task. This concept includes aspects related to cognitive and emotional self-regulation. According to research studies, the aspect of STEAM education is a crucial determinant of academic success. Thus, in this type of education, attitudes towards science are also important, considering different aspects such as enjoyment, interest, usefulness, and self-efficacy and factors like age, educational stage, gender, family context, and self-concept. This study aims to analyse how Primary School students, who participated in a STEAM project, perceive their own learning process in aspects related to metacognition and self-efficacy, as well as their interest and enjoyment during the activities; furthermore, how the connections between these aspects are. In this project, 109 students between 9 and 11 years old from two different schools participated, using a questionnaire validated by experts. The results show that students show a high appreciation for STEAM work through this type of project as it enables problem-solving and critical thinking associated with the development of satisfaction and positive self-concept in doing it. These distinct aspects show significant correlations between them favoured by the designed STEAM project. Full article

This review article gathers the most recent recycling technologies for thermoset and thermoplastic polymers. Results about existing experimental procedures and their effectiveness are presented. For thermoset polymers, the review focuses mainly on fibre-reinforced polymer composites, with an emphasis on epoxy-based systems and carbon/glass fibres as reinforcement, due to the environmental concerns of their end-of-life management. Thermal processes (fluidised bed, pyrolysis) and chemical processes (different types of solvolysis) are discussed. The most recent combined processes (microwave, steam, and ultrasonic assisted techniques) and extraordinary recycling attempts (electrochemical, biological, and with ionic liquids) are analysed. Mechanical recycling that leads to the downgrading of materials is excluded. Insights are also given for the upcycling methodologies that have been implemented until now for the reuse of fibres. As for thermoplastic polymers, the most state-of-the-art recycling approach for the most common polymer matrices is presented, together with the appropriate additivation for matrix upcycling. Mechanical, chemical, and enzymatic recycling processes are described, among others. The use of fibre-reinforced thermoplastic composites is quite new, and thus, the most recent achievements are presented. With all of the above information, this extensive review can serve as a guide for educational purposes, targeting students and technicians in polymers recycling. Full article

Recognizing the omnipresence of mathematics across various contexts, this paper addresses the untapped potential of museums as rich venues for informal mathematics learning beyond traditional educational settings like classrooms. This paper presents the InformalMath program, designed for the professional development of primary and middle school teachers using integrating mathematics education within art and history museums through designing mathematics visit workshops. Specifically, the focus is placed on Phase 1 of the program, in which teachers participated in two informal mathematics education workshops at two museums in Turin, Italy, and were asked to reflect on their participation through a written essay. The analysis of the essays reveals significant engagement, appreciation of mathematics as a cultural artifact, and the emergence of creativity and inclusion among participating teachers. These findings highlight the benefits of such interdisciplinary approaches in enhancing mathematical understanding and pedagogical strategies. Conclusions emphasize the program’s success in not only enriching teachers’ instructional repertoire but also in promoting a more holistic, engaging, and contextualized approach to mathematics education, suggesting a promising avenue for future educational practices and research in informal learning environments. Full article