STEAM approach: resignifying the learning of high school students
DOI:
https://doi.org/10.5902/2179460X89614Keywords:
High school education, STEAM approach, Rural schoolAbstract
This article presents partial results of a research study aimed at investigating the contributions of the STEAM (Science, Technology, Engineering, Arts and Mathematics) approach to the teaching and learning process of high school students in a rural school. The project was developed in five structural phases according to this approach. The first phase, Problem Presentation, focused on discovering topics of interest to the students, leading to the selection of Water as the subject for investigation. In the second phase, Investigations, activities involving research, reading, discussions, and technologies were conducted to establish connections between the STEAM knowledge areas. During the third phase, Product Development, a prototype of a mobile app was created using the MIT App Inventor platform to perform calculations for cistern sizing. The Product Presentation phase took place during the school’s Pedagogical Exhibition, where students had the opportunity to showcase their work to the community. In the final phase, Evaluation and Self-Assessment, the project was classified as innovative and challenging, fostering the construction of knowledge and the use of technologies. We concluded that this research provided students with not only specific knowledge in the areas involved, but also fostered the development of important skills and abilities for academic and personal life, such as critical sense, autonomy, self-esteem and use of technology.
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