Document Type : Original Article
Authors
1 PhD Student in Curriculum Planning, Faculty of Humanities, Tarbiat Modares University, Tehran, Iran
2 Department of Educational Sciences, Faculty of Psychology and Educational Sciences, Alzahra University
3 Department of Educational Sciences, Faculty of Psychology and Educational Sciences, Al-Zahra University
Abstract
Abstract
The aim of the research was to investigate teaching-learning strategies in STEAM integrated education. The qualitative research approach and the method used were synthesis research and the tool used was a checklist. The data analysis method was based on Strauss and Corbin coding, open, axial and selective coding. The research population was all scientific research and documents in the form of articles and theses in the ten-year period of 2014-2024 and for domestic articles, the five-year period of 1403-1398. The reason for choosing this time period is the saturation of data and their repetition in a larger period. After screening, 35 sources were used directly. Three main components of "interactive-social strategies", "scientific-educational strategies" and "technological strategies" were extracted. The component of "interactive-social strategies" includes two subcomponents, "collaborative and participatory activities" and "exploratory activities". Scientific-educational strategies were also obtained with two subcomponents: "role-playing and simulation activities" and "multisensory and experience-based education," and the third strategy, titled technological strategies, was obtained with "construction and engineering activities" and "gamification-based education." It is suggested that, considering the educational conditions and needs of the 21st century, special attention be paid to the STEAM approach and its components in the teaching-learning process.
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