Towards interdisciplinarity with STEAM educational strategies: the Internet of Things as a catalyser to promote participatory citizenship

Figures & data

Figure 1. Four phases of design research (Reeves, 2006, p. 59).

Figure 2. SmartSound citizen kit.

Figure 3. BikeTrack citizen kit installed in a bicycle.

Figure 4. Screenshots of BikeTrack citizen kit APP and a recycling problem to report.

Table 1. Students’ categories analysis.

Category	Indicator	Clusters of ideas
C3 - SSL receptivity in the school educational community	C3SC3 - In attending the SSL club	Interest in attending SSL school club
		Citizen science proposed strategies

Table 2. Teachers’ self-awareness reports.

what went well	what didn’t go well	things to think about prior to next implementation
“excellent atmosphere when collecting the data with the sonographer” “personal and interpersonal development fully achieved” “interaction between the working groups, and critical thinking environment”	“only one equipment was available to record the data” “the lack of kits made it im-possible to gather data outside the school” “technical problems … old computer equipment” “amount of idle times … due to not having all the images”	“ensure that there are multiple sonographers” “involve the ICT discipline for data processing with spreadsheets” “students should collect the data at home” “use of better computer and larger monitors”

Reeves, T. (2006). Design research from a technology perspective. In J. Van den Akker, K. Gravemeijer, S. McKenney, & N. Nieveen (Eds.), Educational design research (pp. 64–78). Routledge. https://doi.org/10.4324/9780203088364

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