STEAM education and playful learning at all educational levels
DOI:
https://doi.org/10.25112/rpr.v1.3170Keywords:
Educación STEAM, Aprendizaje lúdico, Networking entre enfoques educativos, Desarrollo profesional del profesorado, Revisión narrativa de la literaturaAbstract
We present a narrative literature review whose objective is to explore the relationship between STEAM education (acronym for interdisciplinarity between Sciences, Technology, Engineering, Arts/humanities and Mathematics) and playful learning. For that, we collected and analysed articles indexed on the Web of Science and Scopus platforms. From the review carried out, first, we briefly present the historical evolution and the definitions of these two approaches, and then evidence of experiences on STEAM education which were conducted through playful-based teaching methodologies: free play, guided play, formal game and gamification. Second, we analysed the intersection between both approaches regarding creativity and highlighted implications for teacher professional development. We concluded the connections between STEAM education and playful learning are cognitively powerful and feasible at all educational levels; however, they add complexity to the didactic design, which requires knowledge teachers may not have. That can generate some resistance and cognitive conflicts. Finally, There is a need for a broader understanding of playful learning, more research, and appropriate teacher training on STEAM-playful networking.
References
AGUILERA, D.; ORTIZ-REVILLA, J. STEM vs. STEAM Education and Student Creativity: A Systematic Literature Review. Education Sciences, v. 11, n. 7, p. 331, 2 jul. 2021. https://doi.org/10.3390/educsci11070331.
ARCHILLA SEGADE, H.; CRUZ, S. G. DE LA. Beneficios de la gamificación en el aula de música de Educación Secundaria. ENSAYOS. Revista de la Facultad de Educación de Albacete, v. 1, n. 36, p. 167–182, 10 ago. 2021. https://doi.org/10.18239/ensayos.v36i1.2644.
AURAVA, R.; MERILÄINEN, M. Expectations and realities: Examining adolescent students’ game jam experiences. Education and Information Technologies, v. 27, n. 3, p. 4399–4426, 25 abr. 2022. https://doi.org/10.1007/s10639-021-10782-y.
AZCÁRRAGA, J. A. La nueva legislación educativa: por qué no mejorará la educación pública en España. Revista Española de Pedagogía, v. 80, n. 281, p. 111-129, abr. 2022. https://doi.org/10.22550/REP80-1-2022-08.
BAGIATI, A.; EVANGELOU, D. Practicing engineering while building with blocks: identifying engineering thinking. European Early Childhood Education Research Journal, v. 24, n. 1, p. 67–85, 2 jan. 2016. https://doi.org/10.1080/1350293X.2015.1120521.
BAKER, M.; RYAN, J. Playful provocations and playful mindsets: teacher learning and identity shifts through playful participatory research. International Journal of Play, v. 10, n. 1, p. 6–24, 2 jan. 2021. https://doi.org/10.1080/21594937.2021.1878770.
BONDI, D.; BONDI, D. Free Play or Not Free Play: An Interdisciplinary Approach to Deal with Paradoxes. Creativity Research Journal, v. 33, n. 1, p. 26–32, 2 jan. 2021. https://doi.org/10.1080/10400419.2020.1833543.
BOYTCHEV, P.; BOYTCHEVA, S. Gamified Evaluation in STEAM for Higher Education: A Case Study. Information, v. 11, n. 6, p. 316, 11 jun. 2020. https://doi.org/10.3390/info11060316.
CABELLO, V. M. et al. Promoting STEAM learning in the early years: “Pequeños Científicos” Program. LUMAT: International Journal on Math, Science and Technology Education, v. 9, n. 2, p. 33–62, 18 mar. 2021. https://doi.org/10.31129/LUMAT.9.2.1401.
CAILLOIS, R. Man, play and games. Illinois: University of Illinois Press, 1958.
CATTERALL, L. A Brief History of STEM and STEAM from an Inadvertent Insider. STEAM, v. 3, n. 1, p. 1–13, dez. 2017. https://doi.org/10.5642/STEAM.20170301.05.
CHATTERJI, P. et al. An evaluation of using playful and non-playful tasks when teaching research methods in adult higher education. Estudios Sobre Educacion, v. 8, n. 1, p. 27–47, 3 mar. 2021. https://doi.org/10.3389/fpsyg.2018.01124.
ESPIGARES-GÁMEZ, M. J.; FERNÁNDEZ-OLIVERAS, A.; OLIVERAS CONTRERAS, M. L. Games as STEAM learning enhancers. Application of traditional Jamaican games in Early Childhood and Primary Intercultural Education. Acta Scientiae, v. 22, n. 4, p. 28–50, 23 jul. 2020. https://doi.org/10.17648/acta.scientiae.6019.
FERNÁNDEZ-OLIVERAS, A.; ESPIGARES-GÁMEZ, M. J.; OLIVERAS, M. L. Implementation of a playful microproject based on traditional games for working on mathematical and scientific content. Education Sciences, v. 11, n. 10, 2021. https://doi.org/10.3390/educsci11100624.
FLEER, M. When preschool girls engineer: Future imaginings of being and becoming an engineer. Learning, Culture and Social Interaction, v. 30, n. PB, p. 100372, set. 2021. https://doi.org/10.1016/j.lcsi.2019.100372.
GAMARRA, M. et al. A gamification strategy in engineering education—A case study on motivation and engagement. Computer Applications in Engineering Education, v. 30, n. 2, p. 472–482, 20 mar. 2022. https://doi.org/10.1002/cae.22466.
GREEN, B. N.; JOHNSON, C. D.; ADAMS, A. Writing narrative literature reviews for peer-reviewed journals: secrets of the trade. Journal of Chiropractic Medicine, v. 5, n. 3, p. 101–117, set. 2006. https://doi.org/10.1016/S0899-3467(07)60142-6.
HAMMERSHØJ, L. G. Creativity in children as play and humour: Indicators of affective processes of creativity. Thinking Skills and Creativity, v. 39, n. August 2020, p. 100784, mar. 2021. https://doi.org/10.1016/j.tsc.2020.100784.
HUIZINGA, J. Homo ludens: A study of the play-element in culture. New York: Random House, 1938.
HSIAO, P.-W.; SU, C.-H. A Study on the Impact of STEAM Education for Sustainable Development Courses and Its Effects on Student Motivation and Learning. Sustainability, v. 13, n. 7, p. 3772, 29 mar. 2021. https://doi.org/10.3390/su13073772.
KHALIL, N. et al. Exploring Teacher Educators’ Perspectives of Play-Based Learning: A Mixed Method Approach. Education Sciences, v. 12, n. 2, p. 95, 29 jan. 2022. https://doi.org/10.3390/educsci12020095.
KIM, D.; BOLGER, M. Analysis of Korean Elementary Pre-Service Teachers’ Changing Attitudes About Integrated STEAM Pedagogy Through Developing Lesson Plans. International Journal of Science and Mathematics Education, v. 15, n. 4, p. 587–605, 6 abr. 2017. https://doi.org/10.1007/s10763-015-9709-3.
KORTHAGEN, F. A. J. La práctica, la teoría y la persona en la formación del profesorado. Revista Interuniversitaria de Formación del Profesorado, v. 24, n. 2, p. 83–101, 2010.
KUMPULAINEN, K.; KAJAMAA, A. Sociomaterial movements of students’ engagement in a school’s makerspace. British Journal of Educational Technology, v. 51, n. 4, p. 1292–1307, 31 jul. 2020. https://doi.org/10.1111/bjet.12932.
LÓPEZ, P.; RODRIGUES-SILVA, J.; ALSINA, Á. Brazilian and Spanish mathematics teachers’ predispositions towards gamification in STEAM education. Education Sciences, v. 11, n. 10, p. 618, 9 out. 2021. https://doi.org/10.3390/educsci11100618
LEVANDOWSKI, G. et al. Oficina ludica e grupo de pais: uma experiencia inovadora. Revista Prâksis, v. 1, p. 47–56, 2016. https://doi.org/10.25112/rp.v1i0.433.
MARÍN-MARÍN, J.-A. et al. STEAM in education: a bibliometric analysis of performance and co-words in Web of Science. International Journal of STEM Education, v. 8, n. 1, p. 41, 25 dez. 2021. https://doi.org/10.1186/s40594-021-00296-x.
MEFP. Real Decreto 157/2022, de 1 de marzo, por el que se establecen la ordenación y las enseñanzas mínimas de la Educación Primaria. Ministerio de Educación y Formación Profesional. 1 mar. 2022. Disponível em: https://www.boe.es/eli/es/rd/2022/03/01/157/con. Acesso em: 18 set. 2022.
MERCAU, H. H. Democracia criativa e retórica das emoções em John Dewey. Educação & Sociedade, v. 43, e252813, 22 Jun 2022. https://doi.org/10.1590/ES.252813.
MINEIRO, M.; D’ÁVILA, C. Ludicidade: compreensões conceituais de pós-graduandos em educação. Educação e Pesquisa, v. 45, p. 0–3, 2019. https://doi.org/10.1590/s1678-4634201945208494.
MITTON, J.; MURRAY-ORR, A. Exploring the connection between playfulness and learning: Making learning memorable in a culturally and economically diverse grade 5 classroom. Thinking Skills and Creativity, v. 43, n. August 2021, p. 101005, mar. 2022. https://doi.org/10.1016/j.tsc.2022.101005.
MOORE, T. J. et al. A Framework for Quality K-12 Engineering Education: Research and Development. Journal of Pre-College Engineering Education Research (J-PEER), v. 4, n. 1, 2 maio 2014. https://doi.org/10.7771/2157-9288.1069.
MORE, T. Utopia. New York: Appleton-Century-Crofts, 1949.
NACIONES UNIDAS. Convention on the Rights of the Child. 20 de nov. 1989. Disponível em: https://www.ohchr.org/sites/default/files/crc.pdf. Acesso em: 19 set. 2022.
NDLOVU, B. N.; MNCUBE, D. W. Pre-service Mathematics and Physical Education Teachers’ Perceptions of using Play-based Teaching Strategy across the Foundation Phase. International Journal of Learning, Teaching and Educational Research, v. 20, n. 1, p. 185–198, 30 jan. 2021. https://doi.org/10.26803/ijlter.20.1.10.
OECD. Trends Shaping Education. OECD Publishing, 2019. Disponível em : https://www.oecd-ilibrary.org/education/play_a4115284-en. Acesso em: 19 set. 2022.
PERIGNAT, E.; KATZ-BUONINCONTRO, J. STEAM in practice and research: An integrative literature review. Thinking Skills and Creativity, v. 31, n. October 2018, p. 31–43, 2019. https://doi.org/10.1016/j.tsc.2018.10.002.
QUIGLEY, C.; HERRO, D. An educator’s guide to STEAM : engaging students using real-world problems. New York: Teachers College Press, 2019. https://doi.org/10.1080/1554480X.2019.1665868.
REUTER, T.; LEUCHTER, M. Children’s concepts of gears and their promotion through play. Journal of Research in Science Teaching, v. 58, n. 1, p. 69–94, 3 jan. 2021. https://doi.org/10.1002/tea.21647.
RICOY, M.-C.; SÁNCHEZ-MARTÍNEZ, C. Raising Ecological Awareness and Digital Literacy in Primary School Children through Gamification. International Journal of Environmental Research and Public Health, v. 19, n. 3, p. 1149, 20 jan. 2022. https://doi.org/10.3390/ijerph19031149.
RODRIGUES-SILVA, J.; ALSINA, Á. Formação docente no modelo realista-reflexivo. Revista Educação em Questão, v. 59, n. 60, p. 1–28, 18 ago. 2021. https://doi.org/10.21680/1981-1802.2021v59n60id24757.
RODRIGUES-SILVA, J.; ALSINA, Á. Predisposições dos professores sobre a aprendizagem lúdica. Educ. Form., v. 7, p. e8325, 14 nov. 2022. https://doi.org/10.25053/redufor.v7.e8325.
RODRIGUES, L. et al. gamification suffers from the novelty effect but benefits from the familiarisation effect: Findings from a longitudinal study. International Journal of Educational Technology in Higher Education, v. 19, n. 1, p. 13, 15 dez. 2022. https://doi.org/10.1186/s41239-021-00314-6.
RODRÍGUEZ-NIETO, C. A.; ALSINA, Á. Networking Between Ethnomathematics, STEAM Education, and the Globalized Approach to Analyze Mathematical Connections in Daily Practices. Eurasia Journal of Mathematics, Science and Technology Education, v. 18, n. 3, p. em2085, 9 fev. 2022. https://doi.org/10.29333/ejmste/11710
RODRÍGUEZ-NIETO, C. A.; FONT, V.; RODRÍGUEZ-VÁSQUEZ, F. M. Literature review on networking of theories developed in mathematics education context. Eurasia Journal of Mathematics, Science and Technology Education, v. 18, n. 11, p. em2179, 6 out. 2022. https://doi.org/10.29333/ejmste/12513
RUSS, S. W. Play, creativity, and adaptive functioning: Implications for play interventions. Journal of Clinical Child Psychology, v. 27, n. 4, p. 469–480, dez. 1998. https://doi.org/10.1207/s15374424jccp2704_11.
RUSS, S. W.; DOERNBERG, E. A. Play and Creativity. In: The Cambridge Handbook of Creativity. [s.l.] Cambridge University Press, 2019. p. 607–622. https://doi.org/10.1017/9781316979839.030.
SCHLESINGER, M. A. et al. Cognitive Behavioral Science behind the Value of Play: Leveraging Everyday Experiences to Promote Play, Learning, and Positive Interactions. Journal of Infant, Child, and Adolescent Psychotherapy, v. 19, n. 2, p. 202–216, 2 abr. 2020. https://doi.org/10.1080/15289168.2020.1755084.
SEAH, E. T. W. et al. Play, Learn, Connect: Older Adults’ Experience With a Multiplayer, Educational, Digital Bingo Game. Journal of Educational Computing Research, v. 56, n. 5, p. 675–700, 10 set. 2018. https://doi.org/10.1177/0735633117722329.
SILVERMAN, I. W. In Defense of the Play-Creativity Hypothesis. Creativity Research Journal, v. 28, n. 2, p. 136–143, 2 abr. 2016. https://doi.org/10.1080/10400419.2016.1162560.
SMYRNAIOU, Z. et al. The learning science through theatre initiative in the context of responsible research and innovation. IMSCI 2017 - 11th International Multi-Conference on Society, Cybernetics and Informatics, Proceedings, v. 15, n. 5, p. 164–169, 2017. https://doi.org/10.5281/zenodo.2593895.
SOUZA, I.; RIOS, V. Games e cultura: Búzios: ecos da liberdade – uma leitura da história da Bahia. IX Simpósio Brasileiro de Jogos e Entretenimento Digital - SBGames 2010, p. 95–103, 2010.
STEPHENSON, T.; FLEER, M.; FRAGKIADAKI, G. Increasing Girls’ STEM Engagement in Early Childhood: Conditions Created by the Conceptual PlayWorld Model. Research in Science Education, 29 abr. 2021. https://doi.org/10.1007/s11165-021-10003-z.
TAN, W.-L. et al. Gender Differences in Students’ Achievements in Learning Concepts of Electricity Via Steam Integrated Approach Utilizing Scratch. Problems of Education in the 21st Century, v. 78, n. 3, p. 423–448, 2020. https://doi.org/10.33225/pec/20.78.423.
TEGANO, D. W.; GROVES, M. M.; CATRON, C. E. Early childhood teachers’ playfulness and ambiguity tolerance: essential elements of encouraging creative potential of children. Journal of Early Childhood Teacher Education, v. 20, n. 3, p. 291–300, 3 jan. 1999. https://doi.org/10.1080/0163638990200307.
TRUHON, S. A. Playfulness, Play, and Creativity: A Path Analytic Model. The Journal of Genetic Psychology, v. 143, n. 1, p. 19–28, set. 1983. https://doi.org/10.1080/00221325.1983.10533529.
UHLENBERG, J. M.; GEIKEN, R. Supporting Young Children’s Spatial Understanding: Examining Toddlers’ Experiences with Contents and Containers. Early Childhood Education Journal, v. 49, n. 1, p. 49–60, 9 jan. 2021. https://doi.org/10.1007/s10643-020-01050-8.
VICENTE, F. R.; LLINARES, A. Z.; SÁNCHEZ, N. M. “Sustainable City”: A Steam Project Using Robotics to Bring the City of the Future to Primary Education Students. Sustainability, v. 12, n. 22, p. 9696, 20 nov. 2020. https://doi.org/10.3390/su12229696.
VYGOTSKY, L. S. Mind in Society. [s.l.]: Harvard University Press, 1980. https://doi.org/10.2307/j.ctvjf9vz4.
VYGOTSKY, L. S. Imagination and creativity in childhood. Journal of Russian and East European Psychology, v. 42, n. 1, p. 7–97, 2004. https://doi.org/10.1080/10610405.2004.11059210.
WEISBERG, D. S.; HIRSH-PASEK, K.; GOLINKOFF, R. M. Guided Play: Where Curricular Goals Meet a Playful Pedagogy. Mind, Brain, and Education, v. 7, n. 2, p. 104–112, jun. 2013. https://doi.org/10.1111/mbe.12015.
ZHARYLGASSOVA, P. et al. Psychological and pedagogical foundations of practice-oriented learning of future STEAM teachers. Thinking Skills and Creativity, v. 41, n. June, p. 100886, set. 2021. https://doi.org/10.1016/j.tsc.2021.100886.
ZOLLMAN, A. Learning for STEM Literacy: STEM Literacy for Learning. School Science and Mathematics, v. 112, n. 1, p. 12–19, 1 jan. 2012. https://doi.org/10.1111/j.1949-8594.2012.00101.x.
ZOSH, J. M. et al. Accessing the Inaccessible: Redefining Play as a Spectrum. Frontiers in Psychology, v. 9, n. 8, p. 1–12, 2 ago. 2018. https://doi.org/10.3389/fpsyg.2018.01124.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2022 Jefferson Rodrigues-Silva, Ángel Alsina
This work is licensed under a Creative Commons Attribution 4.0 International License.
• Os autores mantêm os direitos autorais e concedem à revista o direito de primeira publicação com o trabalho licenciado sob a Licença Creative Commons - Attribution 4.0 International (CC BY 4.0).
• Os autores são estimulados a publicar e distribuir seu trabalho online (ex.: em repositórios institucionais ou na sua página pessoal), pois isso pode aumentar o impacto e a citação do trabalho publicado.
