From STEM to STEAM: Cracking the Code? How Creativity & Motivation Interacts with Inquiry-based Learning

Abstract

STEM subjects enriched with Arts (STEAM) are assumed to enhance science lessons and making them more attractive. A multidisciplinary STEAM module integrating inquiry-based learning was implemented to a sample of 160 students (11–12 years; 43.1% females). In a four-hour lesson, dealing with scientific phenomena surrounding bird flight, students learned at self-explanatory workstations that allowed space for creativity and a high level of autonomy. An arts facet was employed, using collaborative handicraft artwork. A workbook offered guidance, while the teacher’s role was of a passive tutor. A pre-/post-/retention-test design monitored knowledge, motivation, and two factors associated with creativity (Act and Flow) two weeks before, immediately after and six weeks later. The intervention produced long-term knowledge and built stable scores of intrinsic motivation, but self-reported aspects of creativity were not affected with a single STEAM intervention. Thus, it seems obvious that regular training in an adequate sociocultural setting is needed to develop creativity sustainably. Nevertheless, this study monitored the correlation of knowledge motivation and creativity in a science education setting for the first time. The findings indicate that fostering creativity, for example in STEAM environments, is a promising starting point for research into promoting motivation and creativity in educational settings.

Acknowledgments

We would like to thank Ellinogermaniki Agogi and all students and teachers who supported our study.

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Funding

This work was supported by the European HORIZON-2020 framework labelled Creations: Developing an Engaging Science Classroom (Grant Agreement No.665917; http://creations-project.eu).