The power of STEAM activities in enhancing the level of metacognitive awareness of mathematics among students at the primary stage

Fatima Abd-Alkareem Wahba; Ahmad A. S. Tabieh; Sanaa Yacoub Banat

doi:10.29333/ejmste/12562

Full Text (PDF)

Fatima Abd-Alkareem Wahba ¹ ^* , Ahmad A. S. Tabieh ¹ , Sanaa Yacoub Banat ¹

More Detail

¹ Middle East University, JORDAN^* Corresponding Author

Abstract

This study aimed to investigate the effect of STEAM (science, technology, engineering, arts, and mathematics) activities in enhancing the level of metacognitive awareness of mathematics among students at the primary stage. The study used a quasi-experimental design. The researchers used the metacognitive awareness inventory of Schraw and Dennison (1994) to assess the level of metacognitive awareness of mathematics among students at the primary stage. The sample of the study included 43 students from the third grade who were chosen randomly and divided into two groups: experimental (23) and control (20). The results showed that students who learned mathematics through STEAM activities had a greater awareness of metacognition than those who learned mathematics traditionally. The study recommended using STEAM activities in mathematics classes and investigating the effectiveness of learning using STEAM activities on metacognitive awareness in other scientific subjects and for different educational levels..

Keywords

STEAM activities
metacognitive awareness
mathematics

License

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, Volume 18, Issue 11, November 2022, Article No: em2185

https://doi.org/10.29333/ejmste/12562

Publication date: 21 Oct 2022

Article Views: 1900

Article Downloads: 1312

Open Access References How to cite this article

References

Aguilera, D., & Ortiz-Revilla, J. (2021). STEM vs. STEAM education and student creativity: A systematic literature review. Education Sciences, 11(331), 1-13. https://doi.org/10.3390/educsci11070331
Akbayir, K., & Topcul, I. (2021). The effect of middle school students’ metacognitive awareness and logical thinking skills on success of mathematics course. Education Quarterly Reviews, 4(1), 617-626. https://doi.org/10.31014/aior.1993.04.02.272
Akin, E. (2016). Examining the relation between metacognitive understandings of what is listened to and metacognitive awareness levels of secondary school students. Academic Journals, 11(7), 390-401. https://doi.org/10.5897/ERR2015.2616
Aktag, I., Semsek. O., & Tuzcuoglu, S. (2017). Determination metacognitive awareness of physical education teachers. Journal of Education and Training Studies, 5(9), 63-69. https://doi.org/10.11114/jets.v5i9.2511
Akturk, A., & Demircan, O. (2017). A review of studies on STEM and STEAM education in early childhood. Journal of Kirsehir Education Faculty, 18(2), 757-776.
Al-Akrass, Y. (2018). The impact of the application of e-learning strategy on academic achievement of mathematics in basic grades in the capital governorate from the perspective of teachers of mathematics. Dirasat Educational Sciences, 45(4), 70-80.
Al-Haj Bedar, R., & Al-Shboul, M. (2020). The effect of using STEAM approach on motivation towards learning among high school students in Jordan. International Education Studies, 13(9), 48-57. https://doi.org/10.5539/ies.v13n9p48
Bahrum, S., Wahid, N., & Ibrahim, N. (2017). Integration of STEM education in Malaysia and why to STEAM. International Journal of Academic Research in Business and Social Sciences, 7(6), 645-654. https://doi.org/10.6007/IJARBSS/v7-i6/3027
Bakkaloglu, S. (2020). Analysis of metacognitive awareness of primary and secondary school students in terms of some variables. Journal of Education and Learning, 9(1), 156-163. https://doi.org/10.5539/jel.v9n1p156
Bassachs, M., Cañabate, D., Nogué, L., Serra, T., Bubnys, R., & Colomer, R. (2020). Fostering critical reflection in primary education through STEAM approaches. Education Science, 10(12), 1-14. https://doi.org/10.3390/educsci10120384
Belbase, S. (2019). STEAM education initiatives in Nepal. The STEAM Journal, 4(1), 1-8. https://doi.org/10.5642/steam.20190401.07
Belbase, S., Mainali, B., Kasemsukpipat, W., Tairab, H., Gochoo, M., & Jarrah, A. (2021). At the dawn of science, technology, engineering, arts, and mathematics (STEAM) education: Prospects, priorities, processes, and problems. International Journal of Mathematical Education in Science and Technology. https://doi.org/10.1080/0020739X.2021.1922943
Bulut, I. (2018). The levels of classroom and pre-school teachers’ metacognitive awareness. Universal Journal of Educational Research, 6(12), 2697-2706. https://doi.org/10.13189/ujer.2018.061201
Bybee, R. W. (2013). The case for STEM education: Challenges and opportunities. NSTA Press.
Cabello, V., Martínez, M., Armijo, S., & Maldonado, L. (2021). Promoting STEAM learning in the early years: “Pequeños científicos [Little scientists]” program. LUMAT: International Journal on Math, Science and Technology Education, 9(2), 33-62. https://doi.org/10.31129/LUMAT.9.2.1401
Cekirdekci, S. (2020). Metaphorical perceptions of fourth-grade primary students towards mathematics lesson. International Journal of Psychology and Educational Studies, 7(4), 114-131. https://doi.org/10.17220/ijpes.2020.04.011
DeJarnette, N. K. (2018). Implementing STEAM in the early childhood classroom. European Journal of STEM Education, 3(3), 18. https://doi.org/10.20897/ejsteme/3878
Dilek, H., Tasdemir, A., Konca, A. S., & Baltaci, S. (2020). Preschool children’s science motivation and process skills during inquiry-based STEM activities. Journal of Education in Science Environment and Health, 6(2), 92-104. https://doi.org/10.21891/jeseh.673901
Duman, B. (2018). The relationship between the entrepreneurship characteristics and metacognitive awareness levels of pre-service teachers. Journal of Education and Training Studies, 6(5), 152-159. https://doi.org/10.11114/jets.v6i5.3080
Ge, X., Ifenthaler, D., & Spector, J. M. (2015). Emerging technologies for STEAM education. Springer. https://doi.org/10.1007/978-3-319-02573-5
Hawari, A., & Noor, A. (2020). Project based learning pedagogical design in STEAM art education. Asian Journal of University Education, 16(3), 102-111. https://doi.org/10.24191/ajue.v16i3.11072
Hsiao, P.-W., & Su, C.-H. (2021). A study on the impact of STEAM education for sustainable development courses and its effects on student motivation and learning. Sustainability, 13, 1-24. https://doi.org/10.3390/su13073772
Jamil, F., Linder, S., & Stegelin, D. (2018). Early childhood teacher beliefs about STEAM education after a professional development conference. Early Childhood Education Journal, 46, 409-417. https://doi.org/10.1007/s10643-017-0875-5
Jantakun, T., Jantakun, K., & Jantakoon, T. (2021). STEAM education using design thinking process through virtual communities of practice (STEAM-DT-VCoPs). Journal of Educational Issues, 7(1), 249-259. https://doi.org/10.5296/jei.v7i1.18420
Jones, C. (2011). Children’s engineering and the arts. Children’s Technology & Engineering, 16(1), 3-17.
Kermani, H., & Aldemir, J. (2015). Preparing children for success: Integrating science, math, and technology in early childhood classroom. Early Child Development and Care, 185(9), 1504-1527. https://doi.org/10.1080/03004430.2015.1007371
Khine, M., & Areepattamannil, S. (2019). STEAM education theory and practice. Springer Nature. https://doi.org/10.1007/978-3-030-04003-1
Kim, B. H., & Kim, J. (2016). Development and validation of evaluation indicators for teaching competency in STEAM education in Korea. EURASIA Journal of Mathematics, Science & Technology Education, 12(7), 1909-1924. http://doi.org/10.12973/eurasia.2016.1537a
Kim, M., Lee, J., Yang, H., Lee, J., Jang, J., Kim, S. (2019). Analysis of elementary school teachers’ perceptions of mathematics-focused STEAM education in Korea. EURASIA Journal of Mathematics, Science and Technology Education, 15(9), 1-13. https://doi.org/10.29333/ejmste/108482
Lytra, N., & Drigas, A. (2021). STEAM education metacognition-specific learning disabilities. Scientific Electronic Archives, 14(10), 41-48. https://doi.org/10.36560/141020211442
Madden, M., Baxter, M., Beauchamp,H., Bouchard,K., Habermas, D., Huff, M., Ladd, B., Pearon, J., & Plague, G. (2013). Rethinking STEM education: An interdisciplinary STEAM curriculum. Procedia Computer Science, 20, 541-546. https://doi.org/10.1016/j.procs.2013.09.316
Ng, A., Kewalramani, S., & Kidman, G. (2022). Integrating and navigating STEAM (inSTEAM) in early childhood education: An integrative review and inSTEAM conceptual framework. EURASIA Journal of Mathematics, Science and Technology Education, 18(7), 1-17. https://doi.org/10.29333/ejmste/12174
Park, H., Byun, S.-Y., Sim, J., Han, H.-S., & Baek, Y. S. (2016). Teachers’ perceptions and practices of STEAM education in South Korea. EURASIA Journal of Mathematics. Science and Technology Education, 12(7), 1739-1753. https://doi.org/10.12973/eurasia.2016.1531a
Pasnak, R. (2019). Principles for successful cognitive interventions. Journal of Education and Training Studies, 7(12), 47-52. https://doi.org/10.11114/jets.v7i12.4599
Schraw, G., & Dennison, R. S. (1994). Assessing metacognitive awareness. Contemporary Educational Psychology, 19(4), 460-475. https://doi.org/10.1006/ceps.1994.1033
Shatunova, O., Anisimova, T., Sabirova, F., & Kalimullina, O. (2019). STEAM as an innovative educational technology. Journal of Social Studies Education Research, 10(2), 131-144.
Slimon, R. (2014). Awareness of metacognition among high school students and its relationship to goal orientation and their academic achievement. Damascus University Journal, 30(2), 271-297.
Sphero. (20213). Math activities. https://edu.sphero.com/cwists/category#order_by=partner_lead&tags=%5B%22math%22%5D
Yakman, G., & Lee, H. (2012). Exploring the exemplary STEAM education in the U.S. as a practical educational framework for Korea. Journal of The Korean Association for Science Education, 32(6), 1072-1086. https://doi.org/10.14697/jkase.2012.32.6.1072
Yilmaz, F., & Ayaz, E. (2021). Stem education practices and moral character education: McSTEM. Research in Pedagogy, 11(1), 45-62. https://doi.org/10.5937/IstrPed2101045Y

How to cite this article

APA

Wahba, F. A.-A., Tabieh, A. A. S., & Banat, S. Y. (2022). The power of STEAM activities in enhancing the level of metacognitive awareness of mathematics among students at the primary stage. Eurasia Journal of Mathematics, Science and Technology Education, 18(11), em2185. https://doi.org/10.29333/ejmste/12562

Vancouver

Wahba FAA, Tabieh AAS, Banat SY. The power of STEAM activities in enhancing the level of metacognitive awareness of mathematics among students at the primary stage. EURASIA J Math Sci Tech Ed. 2022;18(11):em2185. https://doi.org/10.29333/ejmste/12562

AMA

Wahba FAA, Tabieh AAS, Banat SY. The power of STEAM activities in enhancing the level of metacognitive awareness of mathematics among students at the primary stage. EURASIA J Math Sci Tech Ed. 2022;18(11), em2185. https://doi.org/10.29333/ejmste/12562

Chicago

Wahba, Fatima Abd-Alkareem, Ahmad A. S. Tabieh, and Sanaa Yacoub Banat. "The power of STEAM activities in enhancing the level of metacognitive awareness of mathematics among students at the primary stage". Eurasia Journal of Mathematics, Science and Technology Education 2022 18 no. 11 (2022): em2185. https://doi.org/10.29333/ejmste/12562

Harvard

Wahba, F. A.-A., Tabieh, A. A. S., and Banat, S. Y. (2022). The power of STEAM activities in enhancing the level of metacognitive awareness of mathematics among students at the primary stage. Eurasia Journal of Mathematics, Science and Technology Education, 18(11), em2185. https://doi.org/10.29333/ejmste/12562

MLA

Wahba, Fatima Abd-Alkareem et al. "The power of STEAM activities in enhancing the level of metacognitive awareness of mathematics among students at the primary stage". Eurasia Journal of Mathematics, Science and Technology Education, vol. 18, no. 11, 2022, em2185. https://doi.org/10.29333/ejmste/12562