Engaging Middle School Students through STEAM Project-Based Learning

This dissertation explores the influence of a combined Science, Technology, Engineering, Arts, and Mathematics education, and project-based learning (STEAM PBL) approach on students’ cognitive and emotional engagement. In an educational landscape marked by the growing popularity of both STEAM education and PBL in K-12 settings, this study aims to understand how STEAM PBL can be harnessed to address declining rates of student engagement. The study is centred around a Grade 7 urban planning project set in a K-8 Modern Orthodox Jewish Day School in Toronto, Canada. The research adopts a qualitative exploratory case-study model of inquiry, encompassing reflective group conversations and observational notes for data collection. Thematic analysis revealed four indicators of cognitive and emotional engagement: (1) students' demonstrated effort, (2) personal connections and the perceived value of learning, (3) the enjoyment and sense of fun in the learning process, and (4) situational interest in learning. Furthermore, it identified four key components of STEAM PBL that fostered student engagement: (1) the development and utilization of soft skills, (2) interactive and hands-on learning, (3) the integration of relevant real-world learning, and (4) the promotion of student choice and agency. By exploring these components and indicators, this dissertation offers valuable insights into the potential of STEAM PBL as a pedagogy to improve student engagement in middle school settings. The findings contribute to the ongoing discourse on innovative pedagogical approaches and student engagement. This research holds implications for educators who are interested in integrating STEAM PBL into their teaching practices, and enriches the expanding body of knowledge on student engagement.

Department dc:contributor.department

Applied Psychology and Human Development

Year dc:date.issued

2024

Author dc:creator

• Cohen-Rimmer, Yoav Aharon

Advisors dc:contributor.advisor

• Hawes, Zachary
• Comay, Julie

• Engagement
• Motivation
• PBL
• Project Based Learning
• STEAM Education
• Student Engagement

Handle dc:identifier.uri

http://hdl.handle.net/1807/140220

OAI identifier oai:identifier

oai:utoronto.scholaris.ca:1807/140220