Solving problems using the engineering design process through a steam perspective

Abstract

International recommendations emphasize the importance of STEAM education in preparing students to deal with new and complex social, economic and environmental challenges. The approach to STEAM education can involve the use of engineering design, starting from problems of reality that enable the articulated mobilization of concepts from various disciplinary areas, promoting interdisciplinary, where teamwork and context play a fundamental role. We report a study, with future teachers of elementary education, which aims to understand and characterize the learning and reactions underlying the use of engineering design in solving problems of a STEAM nature. The participants worked in small groups to solve problems that involved the application of design/redesign processes, mainly based on knowledge of mathematics and physical sciences. A qualitative methodology was adopted and data were collected through observation, collection of documents, artefacts and photographic records. Preliminary results show that the participants valued the experience, having had the opportunity to solve reality problems collaboratively, mobilizing concepts of mathematics and physical sciences in an integrated way. The participants showed great engagement, persistence and motivation in solving the proposed problem, being able to create a model that fulfilled the requested conditions. From the participants' point of view, this approach constituted an opportunity to favour the establishment of connections between different disciplinary areas. Difficulties were detected in the identification of some concepts from mathematics and physical sciences and in the mobilization of adequate scientific language in explaining the reasoning underlying their decisions.