The effect of physical activity in differentiated STEAM projects on science learning and 21st-century skill development skills
DOI:
https://doi.org/10.47197/retos.v70.116789Keywords:
Physical Activity, Differentiated STEAM Project, Science Learning, 21st-century skillsAbstract
Objective: This study compares differentiated STEAM projects in science learning using science experiments, STEAM integration, and physical activity integration, as well as students' perceptions of the role of physical activity. This study also examines how these physical activities motivate kids and develop 21st-century abilities like teamwork, creativity, and critical thinking.
Method: This study uses mixed approaches. Students' physical activity, motivation, and 21st-century skills were assessed using a Likert scale questionnaire. Other methods include project evaluation rubrics and observation notes to objectively assess 21st-century skills and project planning document analysis for STEAM model comparison. Qualitative data was evaluated thematically, whereas quantitative data was analysed descriptively (average, standard deviation, frequency). Triangulation combined data from multiple sources.
Results: Physically active STEAM projects provide a more complete and immersive learning experience than other methods. Students liked the project's physical activities. Higher physical activity ratings correspond with improved science comprehension (β = 0.68, R² ≈ 0.52). Physical activity enhances teamwork, critical thinking, and creativity (β = 0.50, R² ≈ 0.25, 0.65, 0.42, 0.56, 0.33).
Conclusion: The varied STEAM project with physical activities improves student perception and scientific and 21st-century skills knowledge. Physical activity enhances learning and helps master content and skills.
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