Reflections on the TALKING CELLS PROJECT: A STEAM Approach to Learning
This small-scale action research reports on a design and implementation of a ‘Talking Cells’ project which aims to teach students the subject of “Cell” through an integrated STEAM approach. For this project, the school’s ICT teacher, science teacher and educational technology specialist worked collaboratively to design a series of activities that provided a context for children to solve real-life problems. In total 3 teachers from different subject fields worked as a team on this project with 51 sixth grade students. The students experimented with the ideas by designing solutions for real-life problems that were given to them. The students transformed organelles from cells into objects by using different materials and programming these using digital tools and electronics. The study which took place during lessons totaling 400 minutes, allowed students to experiment with STEAM concepts and skills. The study found that learning through solving real-life problems using programming and STEAM skills had a significant effect on students’ performance.
Altrichter, H., Posch, P. and Somekh, B. (2007, 2nd edition) Teachers Investigate Their Work: An introduction to action research across the professions (Routledge: London).
Ashcraft, M. H., & Kirk, E. P. (2001). The relationships among working memory, math anxiety, and performance. Journal of experimental psychology: General, 130(2), 224.
Ashcraft, M. H., & Ridley, K. S. (2005). Math anxiety and its cogni- tive consequences: A tutorial review. In J. I. D. Campbell (Ed.), Handbook of mathematical cognition (pp. 315–327). New York, NY: Psychology Press.
Glaser, BG. & Strauss, AL. (1967). The Discovery of Grounded Theory: Strategies for Qualitative Research. New York: Aldine De Gruyter.
Hembree, R. (1990). The nature, effects, and relief of mathematics anxiety. Journal for Research in Mathematics Education, 21(1), 33-46. doi:10.2307/749455
Huber, M.T., Hutchings, P, and Gale, R. (Summer/Fall 2005). Integrative learning for liberal education. Peer Review. Association of American Colleges and Schools: Washington, DC.
[Online], Available: http://www.aacu.org/peerreview/pr- sufa05/pr_sufa05_analysis.pdf [February 2019]
Jolly, A. (2014). Six Characteristics of the Great STEM Lesson. [online], Available:
Ma, X. (1999). A meta-analysis of the relatioship between anxiety toward mathematics and achievement in mathematics. Journal for Research in Mathematics Education, 30(5), 520-540. doi:10.2307/749772
Ma, X., & Xu, J. (2004). The causal ordering of mathematics anxiety and mathematics achievement: a longitudinal panel analysis. Journal of Adolescence, 27, 165–79.
Mallow, J. V. (2006). Science anxiety: research and action. Handbook of college science teaching, 3-14.
Mcgrath MB, Brown JR (2005) Visual Learning for Science and Engineering. IEEE Comput Graph Appl 25:56–63
Moore, T. J., Stohlmann, M. S., Wang, H. H., Tank, K. M., Glancy, A. W., & Roehrig, G. H. (2014). Implementation and integration of engineering in K-12 STEM education. In Engineering in pre-college settings: Synthesizing research, policy, and practices. Purdue University Press.
Piaget, J. (1970) Logic and psychology. NY: Basic Books.
Strauss, A. (1987). Qualitative analysis for social scientists. New York: Cambridge University Press.
Udo, M. K., Ramsey, G. P., Reynolds-Alpert, S., & Mallow, J. V. (2001). Does physics teaching affect gender-based science anxiety? Journal of Science Education and Technology, 10(3), 237-247.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
Wang, H.; Moore T. J.; Roehrig, G. H. & Park, M.S. (2011). STEM Integration: Teacher Perceptions and Practice. [online], Available:
Wigfield, A., & Meece, J. L. (1988). Math anxiety in elementary and secondary school students. Journal of Educational Psychology, 80, 210–216. doi:10.1037/0022- 06188.8.131.52
Copyright (c) 2019 Meltem OKSUZ KARAGOZ, Hazan BUYUKAKMANLAR
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).