Document Type

Article

Publication Date

2-2025

Abstract

This study delves into the realm of student conceptual change, examining shifting understandings as important steppingstones on the path to sensemaking and canonical understanding in science education. It explores the potential of a STEAM (Science, Technology, Engineering, Arts, and Math) curriculum, aiming to provide equitable learning opportunities, especially for emerging bilingual (EB) student populations. To achieve this, elementary school educators from randomly assigned schools received professional development training to implement a novel curriculum encompassing both STEM and STEAM (STEM + Arts) approaches to life science instruction. These approaches comprised: (1) an NGSS-aligned STEM unit employing inquiry-based science instruction; (2) an NGSS-aligned STEAM unit utilizing Arts-based science instruction instead of inquiry methods. The results indicated that a STEAM-first approach was most beneficial in helping students change from non-canonical conceptual understanding toward more nuanced canonical science knowledge. Specifically, for EB students, the STEAM-first approach showed even more promise, signifying its potential to bridge educational disparities. Furthermore, the study revealed that the integration of Arts as an instructional tool to teach science education played a pivotal role in enhancing the overall learning experience among students. Arts integration stimulated motivation, invigorated conceptual understanding, and offered unique avenues for elucidating complex scientific concepts and terminologies. This research contributes valuable insights for improving science education instruction, emphasizing the efficacy of conceptual change toward canonical scientific understanding through patterns of instructional sequencing of effective STEAM integration. It provides educators with evidence-based strategies to foster inclusive and equitable science learning experiences, ultimately guiding students toward deeper conceptual comprehension.

Comments

© 2025 The Author(s). Science Education published by Wiley Periodicals LLC. This is an open access article under the terms of the Creative Commons Attribution‐NonCommercial License, which permits use, distribution and reproduction in any medium, provided the original work is properly cited and is not used for commercial purposes.

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