Volume 04 Issue 10-2024
247
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
04
ISSUE
10
P
AGES
:
247-253
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
ABSTRACT
This article examines the psychological and pedagogical foundations of STEAM education in middle school. It provides
a rationale for STEAM technology and its alignment with the state educational standards of the Republic of
Uzbekistan. The impact of integrated learning on the psychological development of schoolchildren is described. The
article presents the results of a formative experiment developed based on STEAM technology and conducted with
6th-grade students as part of a dissertation study.
KEYWORDS
STEAM education, STEAM projects, integrated learning, critical thinking, middle school.
INTRODUCTION
Comprehensive reforms aimed at improving the quality
of education are being implemented within the
educational system of the Republic of Uzbekistan. Key
factors contributing to this include the mastery of
modern knowledge and skills by teaching staff, the
enhancement of research effectiveness, and the
integration of contemporary informational and
didactic teaching methods. These initiatives play a
crucial role in developing the intellectual abilities of
students, who represent the future of our country, and
in preparing creative, independent, and competitive
professionals [1].
Today, a key task is to emphasize not only the
development of primary education, which plays a vital
role in the lifelong learning system and lays the
foundation
for each student’s future, but also to
support subsequent educational stages. In early school
years, children gain the opportunity to deeply absorb
fundamental scientific knowledge. As they transition
Research Article
PSYCHOLOGICAL AND PEDAGOGICAL FOUNDATIONS OF STEAM
EDUCATION IMPLEMENTATION IN MIDDLE SCHOOL
Submission Date:
October 20, 2024,
Accepted Date:
October 25, 2024,
Published Date:
October 30, 2024
Crossref doi:
https://doi.org/10.37547/ijp/Volume04Issue10-44
Rafikova Renata Anatolyevna
Senior Lecturer Of The Department Of "Pedagogy And Psychology" At Namangan State Pedagogical Institute,
Uzbekistan
Journal
Website:
https://theusajournals.
com/index.php/ijp
Copyright:
Original
content from this work
may be used under the
terms of the creative
commons
attributes
4.0 licence.
Volume 04 Issue 10-2024
248
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
04
ISSUE
10
P
AGES
:
247-253
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
to middle school, students begin to explore ways to
express their individuality and align their learning with
personal interests and abilities. During this period, the
primary role of educators is to foster and sustain
students' scientific curiosity. It is crucial to recognize
that this is the time when children must learn to
process and apply information from a variety of
sources effectively.
The structure of the new secondary education
standards in the field of natural sciences is based on
research findings related to teaching and learning
methods in this area. These standards outline the
essential subject knowledge that students are
expected to acquire at each educational level within
the modern educational framework [2]. The new
standards consist of three key components:
-
Practices
–
skills in science and engineering.
-
Content
–
fundamental subject knowledge.
-
Crosscutting Concepts
–
overarching ideas
applicable across various disciplines.
The standards highlight eight key skills and
competencies in science and engineering:
1.
Asking questions (in science) and defining
problems (in engineering).
2.
Developing and using models.
3.
Planning and conducting investigations.
4.
Analyzing and interpreting data.
5.
Developing and applying thinking skills
necessary for performing mathematical
operations and calculations.
6.
Providing scientific explanations and solving
design challenges (in engineering).
7.
Justifying conclusions based on evidence.
8.
Collecting,
evaluating,
and
effectively
communicating information.
STEAM
education,
which
integrates
science,
technology, engineering, art, and mathematics, is
becoming increasingly popular in modern educational
systems. The implementation of such educational
programs is a necessity of the times. However, not
everyone is intellectually and psychologically prepared
for the pace of modern digitalization. Flexibility in
adapting to the changing world needs to be cultivated
from an early age. The proposed STEAM approach is
specifically designed to foster this adaptability. It
becomes particularly relevant for middle school
students, as this is a period when children develop
cognitive engagement, abstract thinking, and scientific
interest in the world around them. The successful
implementation of the STEAM approach relies on deep
psychological principles that must be considered when
designing and delivering educational programs [4].
STEAM education is an interdisciplinary approach to
learning aimed at preparing students to solve the
complex challenges of the 21st century. In middle
school, STEAM education can significantly impact
students' psychological development by fostering
cognitive skills, creativity, and critical thinking.
One of the key psychological and pedagogical
principles of STEAM education is integrated learning.
This concept suggests that combining disciplines
enables students to connect knowledge and skills from
various fields, fostering a deeper understanding of the
world. Research has shown that integrated learning
enhances retention, increases motivation, and
develops critical thinking (Callanan & Oakes, 1992;
Jacobs, 1997).
Volume 04 Issue 10-2024
249
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
04
ISSUE
10
P
AGES
:
247-253
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
Within the proposed approach, a cornerstone is the
development and participation in research projects.
STEAM projects often require students to solve
problems in real-world contexts. This fosters the
development of critical thinking, an essential
psychological skill for academic and life success.
Problem-solving helps students analyze information,
evaluate evidence, and draw well-founded conclusions
(Halpern, 2003).
It is worth noting that STEAM education emphasizes
creativity and innovation. The artistic and engineering
components of STEAM projects encourage students to
generate unique ideas, find novel solutions, and
develop creative abilities. Research has shown that
creative thinking is associated with improved academic
performance and career success (Sternberg & Lubart,
1995).
Educators (Deci & Ryan, 2000) highlight another crucial
aspect of development: fostering self-motivation and
curiosity. The integrated and interdisciplinary nature of
STEAM projects engages students and encourages
them to explore subjects more deeply. Research has
shown that students motivated by an intrinsic desire to
learn achieve higher academic performance and
maintain a more positive attitude toward education.
Given the shift in adolescents' primary focus from
learning to peer interaction, these aspects of STEAM
education can also help sustain students' academic
motivation.
The application of STEAM education requires students
to develop high cognitive flexibility and adaptability.
Students must be able to switch between disciplines
and apply different approaches to problem-solving.
This cognitive flexibility enables them to cope with
uncertainty and find solutions across various contexts
(Miyake & Friedman, 2012).
As part of the dissertation research, a formative
experiment was conducted to apply STEAM
technologies in Natural Science lessons for 6th-grade
students across three regions of the Republic of
Uzbekistan. The "Animation" module from the
aforementioned technology was selected for the
experiment. Scenarios were developed based on the
themes outlined in the Natural Science textbook. The
experiment was carried out in three stages.The first
stage was diagnostic, during which the students'
academic performance and knowledge retention in the
subject were assessed. The second stage involved the
implementation of the formative experiment itself. In
the third stage, data were collected on the impact of
project-based activities on students' performance in
Natural Science.
The general data on the participants involved in the study are presented in Table 1.
Andijan
Kokand
Namangan
Total
CG
EG
CG
EG
CG
EG
54
58
55
58
55
57
337
Table 1. Distribution of Experiment Participants by City
To obtain more reliable results, the participants were divided into Experimental (173) and Control groups (164). For
the first, diagnostic stage, tests were developed based on the topics presented in the 6th-grade Natural Science
Volume 04 Issue 10-2024
250
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
04
ISSUE
10
P
AGES
:
247-253
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
textbook. The results were categorized into four groups: high, good, satisfactory, and unsatisfactory. The following
results were obtained at this stage (Table 2):
Andijan
Kokand
Namangan
CG
EG
CG
EG
CG
EG
High
11
9
7
12
8
11
Good
11
16
13
17
18
15
Satisfactory
19
21
13
18
12
18
Unsatisfactory
13
11
22
11
17
13
Total
54
58
55
58
55
57
Table 2. Pre-Experiment Test Results.
At the second stage, scenarios were developed for a
future animated video using the stop-motion method.
The scenarios were dedicated to the following topics:
•
Topic 9: Study of the phenomenon of diffusion
[3; 23]
•
Topic 11: Density of matter [3; 27] (page 27)
•
Topic 19: Study of plant systematics [3; 43]
For editing the photos, the frame-by-frame animation
software Adobe Animate was used. The online version
of Adobe Animate is regarded as a classic and popular
tool for creating animations. It also offers a free trial
version.
The work with students was conducted as
extracurricular activities in Natural Science, once a
week, in the form of project-based learning.
Preparations for the videos, including decorations and
characters, were made in advance. Under the guidance
of the researcher, students independently crafted,
glued, and molded the elements. Creating the
characters required the students to study their
structure, shape, size, and functioning in greater detail.
Next, the scenes were captured frame by frame,
demanding focus and precision from the students. In
the final stage, a large number of photographs had to
be compiled into a single video. This project reflected
their mastery of technical tools and their ability to work
with the Adobe Animate software.
At the third stage, we conducted a follow-up test. The following results were obtained (Table 3):
Andijan
Kokand
Namangan
CG
EG
CG
EG
CG
EG
High
11
16
8
17
12
14
Good
12
19
11
20
12
21
Satisfactory
22
15
14
13
17
15
Unsatisfactory
10
8
22
8
14
7
Total
54
58
55
58
55
57
Volume 04 Issue 10-2024
251
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
04
ISSUE
10
P
AGES
:
247-253
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
Table 3. Post-Experiment Test Results.
The table shows changes in the number of students in each group. Specifically, the number of students from the
Experimental group who achieved high scores on the tests increased by an average of four. Additionally, the number
of students with unsatisfactory scores decreased. In the Control groups, where the experiment was not conducted,
no significant changes were observed. To visualize the results, the scores were represented graphically. For this
purpose, we calculated the percentage changes before and after the experiment. Thus, Graph 1 presents the results
obtained in the city of Andijan.
Graph 1. Comparative Results Before and After the Experiment.
In the Experimental Group, the percentage of students with high scores increased by 9.2%, while the percentage of
those with unsatisfactory results decreased by 11.1%. This may indicate the effectiveness of the methodology used in
studying Natural Science. In the Control Group, the percentage change averaged around 3%. Below, Graph 2 presents
the results of the participants from the city of Kokand.
20.4
29.6
15.5
19.0
20.4
33.3
27.6
24.1
35.2
24.1
36.2
39.7
24.1
13.0
19.0
17.2
20.7
29.3
12.7
14.5
29.3
34.5
23.6
20.0
31.0
22.4
23.6
25.5
19.0
13.8
40.0
40.0
Volume 04 Issue 10-2024
252
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
04
ISSUE
10
P
AGES
:
247-253
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
Graph 2. Comparative Results Before and After the Experiment.
This graph shows the dynamics of academic performance changes among 6th-grade students from Kokand. In the
Experimental Group (EG), there is a positive trend, with the number of high-achieving students increasing by 7.6%.
Meanwhile, in the Control Group (CG), this indicator changed by only 2.2%. The number of students with
unsatisfactory responses remained unchanged in the CG, whereas in the EG, the number of such students decreased
by 6.2%. These results further confirm the positive impact of the experiment on students' academic performance.
Next, we will analyze Graph 3, which presents the results obtained in the city of Namangan..
Graph 2. Comparative Results Before and After the Experiment
The primary indicator of interest is the group with high
results. In the Experimental Group (EG), this indicator
increased by 11%, while in the Control Group (CG), it
rose by only 1.8%. The percentage of students with
unsatisfactory results decreased by 18.2%, the most
significant improvement compared to other cities.
Observations of 6th-grade students in Namangan
yielded unexpected results. The most active
participants in project-based activities turned out to be
students with low grades. They contributed the most
ideas for solving various problem tasks and completed
creative assignments more quickly (e.g., decorating
sets, making characters move, etc.). In our view, the
STEAM approach successfully revealed the creative
potential of students traditionally considered low-
performing.
CONCLUSION
In conclusion, we can say that the psychological
principles of STEAM education in middle school play a
crucial role in students' development, fostering
cognitive skills, creativity, and critical thinking.
Integrated learning, problem-solving, a focus on
creativity, self-motivation, and cognitive flexibility are
key elements that contribute to students' overall
growth and prepare them to tackle the complex
challenges of the future. Promoting STEAM education
in middle school can significantly impact students'
academic performance, personal development, and
14.5
25.5
19.3
21.1
32.7
38.2
26.3
21.1
21.8
23.6
31.6
33.3
30.9
12.7
22.8
24.6
Volume 04 Issue 10-2024
253
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
04
ISSUE
10
P
AGES
:
247-253
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
future success. The formative experiment we
conducted demonstrated the effectiveness of this
approach in studying Natural Science. Project-based
activities not only enhanced students' understanding
and retention of the topics studied but also revealed
their creative potential, developed their creative
thinking, and increased their motivation to engage
with science-related subjects.
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1.
Law of the Republic of Uzbekistan "On
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2.
Presidential Decree of the Republic of
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the development of the public education
system until 2030, dated April 29, 2019, No. UP-
5712 (accessed on June 2, 2024)
3.
Natural Sciences [Text]: Textbook for 6th
grade / K.T. Suyarov [et al.].
–
Tashkent:
Republican Education Center, 2022.
–
P.192.
4.
Uvarov, A.Y. (2008). Innovative Pedagogical
Practices:
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–
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Callanan, K. A., & Oakes, J. (1992). Integrated
learning: A process approach to curriculum and
instruction. New York, NY: Merrill/Macmillan.
6.
Deci, E. L., & Ryan, R. M. (2000). The "what"
and "why" of goal pursuits: Human needs and
the
self-determination
of
behavior.
Psychological Inquiry, 11(4), 227-268.
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Halpern, D. F. (2003). Thought and knowledge:
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Jacobs, H. H. (1997). Mapping the big picture:
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Miyake, A., & Friedman, N. P. (2012). The nature
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Sternberg, R. J., & Lubart, T. I. (1995). Defying
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