How Transdisciplinary Integration, Creativity and Student Motivation Interact in Three STEAM Projects for Gifted Education?

Autor/inn/en	Lage-Gómez, Carlos; Ros, Germán
Titel	How Transdisciplinary Integration, Creativity and Student Motivation Interact in Three STEAM Projects for Gifted Education?
Quelle	In: Gifted Education International, 39 (2023) 2, S.247-262 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lage-Gómez, Carlos) ORCID (Ros, Germán)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0261-4294
DOI	10.1177/02614294231167744
Schlagwörter	Elementary School Students; Gifted; Gifted Education; STEM Education; Art Education; Learning Motivation; Creativity; Interdisciplinary Approach; Teachers; Professional Personnel; Educational Practices; Student Participation; Foreign Countries; Program Effectiveness; Student Projects; Spain + Suchen Sie Ihr Suchwort? Begabter, Hoch Begabter; STEM; Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Motivation for studies; Lernmotivation; Kreativität; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Lehrer; Lehrerin; Lehrende; Personalbestand; Bildungspraxis; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Ausland; Schulprojekt; Spanien
Abstract	The study analyses the relationship between transdisciplinary integration, creativity and student motivation in three STEAM projects. It has been carried out over 3 years in a programme for gifted students. 152 students (11-12 years old), five teachers and four external professionals participated. The projects included a variety of scientific, humanistic and artistic activities, together with outings, the collaboration of experts and the creation of a transdisciplinary art-based final products. The research was carried out through the analysis of qualitative data (interviews, video-recordings, participant observation) using Atlas.ti8 within the framework of Activity Theory and statistical analysis of questionnaires. It shows how the transdisciplinary integration favoured a complex approach to knowledge with an essential role of the artistic-based transdisciplinary final products and fostered a plural approach to creativity. The active participation of the students favoured their motivation and involvement. The significant correlation between creativity, student motivation and transdisciplinary integration emerges as a key element in the STEAM projects implemented. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01