ABSTRACT

Curriculum integration from a STEAM transdisciplinary perspective represents a profound challenge. This study delves into a transdisciplinary approach to primary education and the role of the arts through two STEAM projects in a programme for gifted students in Madrid (Spain). Participants include 111 students from eight groups (11–12 years old), five teachers and four external professionals. The teachers fulfill the dual role of both teacher and researcher, using participant and non-participant observation, video recordings, interviews and classroom journals and questionnaires. All the findings have been triangulated and coded by means of Activity Theory, using Atlas.ti8 software and statistical analysis. The results show the significance of learning and the creation of meaningful experiences as being related to a high degree of motivation and satisfaction, and to the integration of diverse areas in a participatory process in which the arts play a disciplinary and integrating role. A transdisciplinary STEAM approach is presented that could be paradigmatic for the field of primary education.

摘要

从 STEAM 跨学科的角度来看，课程整合是一项深刻的挑战。本研究通过马德里（西班牙）天才学生计划中的两个 STEAM 项目，深入探讨了初等教育的跨学科方法和艺术的作用。参与者包括来自八个小组（11-12 岁）的 111 名学生、五名教师和四名外部专业人员。教师扮演教师和研究人员的双重角色，使用参与式和非参与式观察、录像、访谈以及课堂日志和问卷调查。所有研究结果均通过活动理论、Atlas.ti8 软件和统计分析进行三角测量和编码。结果表明，学习和创造有意义的体验的重要性与高度的动机和满足感有关，并且与艺术在其中发挥学科和整合作用的参与过程中不同领域的整合有关。提出了一种跨学科的 STEAM 方法，可以作为初等教育领域的范例。