The Impact of a Sustainable Progressive STEAM Program on Primary School Students' Critical Thinking Dispositions and Mathematics Achievements

被引:0
|
作者
Kucuk, Hasan [1 ]
Perkan Zeki, Canan [1 ]
Iskifoglu, Goekhan [2 ]
Caner, Hamit [1 ]
机构
[1] Eastern Mediterranean Univ, Fac Educ, Dept Educ Sci, Famagusta, Turkiye
[2] European Univ Lefke, Fac Educ, Dept Classroom Teaching, Lefke 99728, Turkiye
关键词
sustainable progressive STEAM model; critical thinking disposition; thinking culture; academic achievement; effective sustainable primary school education; EDUCATION;
D O I
10.3390/su152115356
中图分类号
X [环境科学、安全科学];
学科分类号
08 ; 0830 ;
摘要
This study, which was supported by a quantitative research paradigm with two experiments and two control groups of 4 x 4 quasi-experimental design, aimed to find out the impact of a sustainable progressive STEAM (SP-STEAM model) application model on 5th-grade primary school students' critical thinking dispositions and mathematics achievements in North Cyprus. The treatment model was applied to two independent experimental groups for 14 weeks. The split-plot multiple group analysis of variance (split-plot ANOVA) statistical techniques was used to calculate between- and within-group significances regarding exogenous variables. The SPSS-24 software package was used for the analysis. The Pre-test and post-test results deriving from the experiment and control groups revealed a significant effect of the SP-STEAM model upon the 5th-grade primary school students' critical thinking dispositions, as measured using the CCTDI, mathematic achievements, as well as measured using a dedicated exam. The results were discussed in detail in light of the related literature, with suggestions for further studies proposed.
引用
收藏
页数:23
相关论文
共 50 条
  • [31] Teacher education program supporting critical thinking skills: a case of primary school teachers
    Celik, Sevgi
    AMAZONIA INVESTIGA, 2021, 10 (41): : 188 - 198
  • [32] The Impact of Augmented Reality-Based Mathematics Learning Games on Students’ Critical Thinking Skills
    Hanggara Y.
    Qohar A.
    Sukoriyanto
    International Journal of Interactive Mobile Technologies, 2024, 18 (07): : 173 - 187
  • [33] Development of Maquette to Promote Primary School Students' Critical Thinking Ability in Social Sciences
    Sasami, Rindang Hayom
    Sujarwo
    INTERNATIONAL CONFERENCE ON MEANINGFUL EDUCATION (ICMED), 2019, : 528 - 536
  • [34] INFLUENCE MODEL OF LEARNING AND CRITICAL THINKING ABILITY OF LEARNING SCIENCE OF PRIMARY SCHOOL STUDENTS
    Cahyana, Ucu
    Sumantri, M. Syarir
    Hasanah, Uswatun
    SUSTAINABLE ECONOMIC GROWTH, EDUCATION EXCELLENCE, AND INNOVATION MANAGEMENT THROUGH VISION 2020, VOLS I-VII, 2017, : 3462 - 3468
  • [35] Reflection of primary school 6th grade mathematics activities on the development of students mathematical thinking
    Sarpkaya, Gulfem
    Karamik, Gozdegul Arik
    Bulut, Neslihan
    3RD WORLD CONFERENCE ON EDUCATIONAL SCIENCES - 2011, 2011, 15 : 1163 - 1167
  • [36] Relationships between critical thinking dispositions and evaluation of videos with variation in the level of expertise of the source among middle and high school students
    Hemon, Brivael
    de Checchi, Kevin
    Arguel, Amael
    Tremoliere, Bastien
    Amadieu, Franck
    COMPUTERS & EDUCATION, 2025, 230
  • [37] Training of Spatial Abilities with Digital Games: Impact on Mathematics Performance of Primary School Students
    Freina, Laura
    Bottino, Rosa
    Ferlino, Lucia
    Tavella, Mauro
    GAMES AND LEARNING ALLIANCE, GALA 2017, 2017, 10653 : 25 - 40
  • [38] Impact of Subgoal Labeling on Online Worked Example Learning in Mathematics for Primary School Students
    Guan, Xiao
    Du, Xuejiao
    Lin, Hongxin
    FRONTIERS IN EDUCATION, 2022, 7
  • [39] Gender differences in the mathematics achievements of German primary school students: results from a German large-scale study
    Winkelmann, Henrik
    van den Heuvel-Panhuizen, Marja
    Robitzsch, Alexander
    ZDM-MATHEMATICS EDUCATION, 2008, 40 (04): : 601 - 616
  • [40] Evaluation of the design of a gamified intervention program to develop historical thinking competencies in primary school students
    Martinez-Hita, Maria
    Miralles-Martinez, Pedro
    REVISTA INTERUNIVERSITARIA DE FORMACION DEL PROFESORADO-RIFOP, 2020, (95): : 187 - 204