Evaluation of STEAM Project-Based Learning (STEAM PBL) Instructional Designs from the STEM Practices Perspective

Abstract

Currently, there is a wide diversity of project-based learning instructional designs presented as “STEAM projects”. However, it is essential to evaluate if all these STEAM projects align their learning objectives and activities with the intended STEAM competences. This paper aims to characterize the impact of the STEAM educational approach through the analysis of contemporary STEAM projects implemented in five Spanish secondary schools from a curricular perspective based on STEM practices. A dataset comprising 46 secondary school STEAM projects implemented in Spain was evaluated using STEM project-based learningrubric, considering 21 evaluation criteria. The findings reveal an imbalance in the sophistication of STEAM projects concerning Science and Technology disciplinary-linked criteria and meta-disciplinary-linked criteria within this framework. These results enable the mapping and highlighting of the fact that not all STEAM projects equally serve their intended educational purposes or integrate all their features with the same level of sophistication. Curriculum organizations from different secondary school levels are also pointing out notable differences regarding how they address STEM competence. Acknowledging these differences and challenges in further initiatives of STEAM PBL instructional designs could support their design. By identifying areas of improvement, educators can optimize the impact of these projects on fostering STEAM competences among students.

Keywords

• STEAM
• PBL
• instructional design