Identifying the Components of STEAM Teaching for Children

Background: Due to the applications of the Steam approach in teaching and solving the educational problems in basic sciences such as mathematics and science among children, the importance of Steam teaching for children is now more understood. This issue has led to the design and implementation of the present study with the aim of identifying the components of Steam teaching for children. Methods: The method of the present study was qualitative and analytical and on the basis of the Grounded Theory. The data of the present study was collected in ۲۰۲۰. The sampling method was purposive in which the books and articles related to the Steam-based teaching method were analyzed using Max Kyoda ۱۰ software with three-step coding methods (open, axial and selective). Results: The results of data analysis showed that the central and recurring category in content analysis of Steam-based teaching is "problem-oriented integration of art with Steam" and means "understanding and applying art in real situations, natural integration of art with the Steam through problem solving. As the main teaching strategy"; and the other extracted coding categories such as causal conditions, contextual conditions, interfering conditions, strategies and outcomes are related to it. Conclusion: Using the identified components can provide the basis for the development of Steam teaching for children and lead to the creation of desirable operational activities in this area

Keywords:

Teaching components , STEAM , Grand Theory