Abstract
This study describes inquiry-based methods, taught in elementary school setting, integrated with STEAM courses sessions that teacher candidates work with individual children. I examine fifty-six students’ (4th and 5th graders) reasoning ability, especially on mathematics and scientific justification, on teacher candidates’ STEAM lessons through the theory of inquiry-based methods. I employed a quantitatively descriptive and quasi-experiential mixed model ANOVA and a qualitatively coding process on open-ended questions and letter-writing analysis on the field. A pre/post-test design was employed to determine levels of students’ development in reasoning ability. Instead of telling students what, why, and how climate change occurred, all participants’ learning processes are guided by play-based pedagogy, based on students’ needs in real classroom settings. Students thus needed to hypothesize reasonable responses via online resources. The STEAM lessons culminated in students writing a letter to the local mayor about potential damage to their municipality stemming from climate change. The lesson structure required young people to propose policy changes. Results indicated that prior to the inquiry-based model’s implementation students were primarily given pencil-paper tests. Under the inquiry-based models, students begin exploring knowledge through scientific inquiry. Using the processes in this study, students significantly improved their ability to measure their reasoning and argumentation skills.
Author Information
Hsuehi Lo, St. Cloud State University, United States
Paper Information
Conference: ECE2023
Stream: Learning Experiences
This paper is part of the ECE2023 Conference Proceedings (View)
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To cite this article:
Lo H. (2023) An Examination of Elementary Students’ Reasoning Ability via Inquiry-Based Project Designed by STEAM Integration ISSN: 2188-1162 The European Conference on Education 2023: Official Conference Proceedings https://doi.org/10.22492/issn.2188-1162.2023.53
To link to this article: https://doi.org/10.22492/issn.2188-1162.2023.53
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