El enfoque STEAM y su impacto en los resultados académicos mediados por la creencia de capacidad o autoeficacia. Revisión sistemática

  1. Bases García, Diego 1
  2. García Sánchez, Jesús Nicasio 1
  1. 1 Universidad de León
    info

    Universidad de León

    León, España

    ROR https://ror.org/02tzt0b78

Journal:
International Journal of Developmental and Educational Psychology: INFAD. Revista de Psicología

ISSN: 0214-9877

Year of publication: 2021

Issue Title: LEARNING IN A POSITIVE MOOD: OVERCOMING COVID

Volume: 1

Issue: 2

Pages: 55-68

Type: Article

DOI: 10.17060/IJODAEP.2021.N2.V1.2157 DIALNET GOOGLE SCHOLAR lock_openOpen access editor

More publications in: International Journal of Developmental and Educational Psychology: INFAD. Revista de Psicología

Abstract

We present a systematic review of the instructional studies published in the last five years on the impact of STEAM approaches on academic results, mediated by self-efficacy through the WOS, Scopus and Frontiers databases, identifying 6495 publications, which, after the screening process, suitability, 8 studies are included. The four of the systematic review, topic and diagram of search terms, inclusion and exclusion criteria, analysis of the quality of the studies, and qualitative results and contribution of the PRISMA are followed. The analysis focused on three types of indicators, a general analysis, an analysis of the instructional components,and an analysis of thelimitations of thestudy. Itcan beconcluded that STEAM approaches positively affect the level of self-efficacy of students and consequently an increase in learning results is achieved.The added value of the work, its implications and applications, as well as future prospects are discussed and the conclusions of the systematic review are specified. 

Bibliographic References

  • Amalia, R., Santosa, E. and Zaiyar, M. (2021). Android – Based Learning Enviroment to enhance creative thinking mathematics and Self-Eficaccy. Journal of Physics.(1764), 1- 12. https://doi.org/10.1088/1742- 6596/1764/1/012133
  • *Amor, R., Cabrera-Guerrero, C., Feng, Z., Gonzalez, V. and Mutch, C. and (2020). Instructional mechanisms in immersive virtual reality serious games: Earthquake emergency training for children. Journal of computer assited Learning Wiley, (37), 542 – 556. https://doi.org/10.1111/jcal.12507
  • Bandura, A. (2009). Social cognitive theory in cultural context. Journal of Applied Psychology: An International Review, 51, 269–290.
  • Bandura, A. (2009). Social cognitive theory: An agentic perspective. Annual Review of Psychology, 52, 1–26.
  • Batten, J., Clarke, P., Damas, D., Davis, D., Potvin, G., Ross, M. and Zahedi, L. and (2021). Gamification in education: a mixed methods study of gender on computer science students’ academic performance and identity development. Journal of Computing in Higher Education. https://doi.org/10.1007/s12528-021- 09271-5
  • *Bogner, F., Conradty,C. and Sotiriu, S. (2020). How creativity in STEAM Modules Intervenes with Selff- Efficacy and Motivation. Education Sciences, 3(70), 1-15. https://doi.org/10.3390/educsci10030070
  • Boorboor, B., Jafari, F. and Zarrabian, F. (2013). The study of utilization of information technology (IT) in students’ scholarly achievement in smart and ordinary schools. Advances in Environmental Biology, 7(8) 1434 – 1442.
  • Cox, C., Fong, C., Kremer, K. and Lawson, C. (2021). Expectancy- value profiles in math and science: A person – centered approach to cross – domains motivation with academic and STEAM – related outcomes. Contemporary Educational Psychology, 65 (1011962). https://doi.org/10.1016/j.cedpsych.2021.101962
  • Dillenbourg, P., Schneider, D. and Synteta, P. (2002). Virtual Learning Environments. 3rd Hellenic Conference “Information & Communication Technologies in Education. 2002, Rhodes, Greece. pp.3-18.
  • *Fanchamps, N., Hennissen, P., Slangen, L. and Specht, M. The influence of SRA programming on algorithmic thinking and self efficacy using Lego robotics in two types of instruction. International Journal of Technology and Design Education 31, 203 – 222. https://doi.org/10.1007/s10798-019-09559-9
  • Gomez, C. and Ros, G. (2021). Transdisciplinary integration and its implementation in primary education through two STEAM projects (La integración transdisciplinar y su aplicación en Educación Primaria a través de dos proyectos STEAM). Journal for the study of education and development. https://doi.org/10.1080/02103702.2021.1925474
  • *Hsiao, P. and Su, C. (2019). A study on the Impact of STEAM Education for Sustainable Development Courses and its Effects on Student Motivation and Learning. Sustainability 2021, (13), 2 – 24. https://doi.org/10.3390/su13073772
  • Jepsen, M., Mojsoska, B., Moellen M., Pande, P., Sorensen, A. and Thit, A. (2021). Long-term effectiveness of immersive VR simulations in undergraduate science learning: lessons from a media-comparison study. Research in Learning Technology, 29(2482). http://dx.doi.org/10.25304/rlt.v29.2482
  • *Lin, C. and Tsai, C. (2021). The effect of a Pedagogical STEAM Model on Students Project Competence and Learning Motivation. Journal of Science Education and Technology 30(1), 112 – 124. https://doi.org/10.1007/s10956-020-09885-x
  • Lopez, E. y Sanz. (2021). Consecuencias pedagógicas de enseñanza básica derivadas de la COVID- 19. Una reflexión en torno a los grandes olvidados de la pandemia. Revista Universitaria, 33 (2), 149- 166. https://doi.org/10.14201/teri.245471
  • Miller, D., Mctigue, E., Scott, C. and Washburn,C (2018). The what, when, and how of preservice teachers and literacy across the disciplines: A systematic literature review of nearly 50 years of research. Elsevier, 73(July 2018) 1-13. https://doi.org/10.1016/j.tate.2018.03.010
  • Moher, D., Liberati, A., Tetzlaff, J., Altman, D. G., The PRISMA Group (2009). Preferred Reporting Items for Systematic Reviews and Meta-Analyses: The PRISMA Statement. PLoS Med 6(7): e1000097. https://doi.org/10.1371/journal.pmed1000097
  • Moher, D., Liberati, A., Tetzlaff, J., Altman, D. G., The PRISMA Group (2014). Ítems de referencia para publicar Revisiones Sistemáticas y Metaanálisis: La Declaración PRISMA. Rev Esp Nutr Hum Diet.; 18(3), 172–181.prisma-statement.org
  • *Pande, P., Jepsen, P., Moeller, M., Mojsoska, B., Sorensen, A. and Thit, A. (2021). Long-term effectiveness of immersive VR simulations in undergraduate science learning: lessons from a media- comparison study. Asociation for Learning Technology 29. http://dx.doi.org/10.25304/rlt.v29.2482
  • Qashou, A. (2020). Influencing factors in M-Learning adoption in higher education. Education and information Tecnologies, (26) 1755 – 1785. https://doi.org/10.1007/s10639-020-10323-z
  • *Schworm, S. and Stiller, K. (2019). Game- Based Learning of the Structure and Functioning of Body Cells in a Foreign Languaje: Effects on Motivation, Cognitive Load, and Performance. Frontiers in Education 4(18). https://doi.org/10.3389/feduc.2019.00018
  • *Wang, M. and Zheng, X. (2020). Using Game – Based Learning to Support Learning Science: A study with Middle School Students. Asia-Pacific Edu Res 30(2), 167–176. https://doi.org/10.1007/s40299-020-00523-z
Data source: Dialnet