Steer to STEAM” Project. Characteristics and Preliminary Assessment of the Aesthetic and Educational Qualities of an Interactive Floor Application Package
Abstract
The article presents a description of the project “Steer to STEAM” carried out under a grant obtained from the “Innovation Incubator 4.0” program in 2022. The project included the development of interactive applications that support competencies within the STEAM group and their implementation in school practice. The author of the text characterises the application package and presents the effects of its implementation in the early school education and upbringing process. The educational project had the nature of a natural experiment and was conducted in one group, with a final measurement. After the period of tool implementation, an evaluation was carried out using a diagnostic survey method, employing a questionnaire. A total of 24 second-grade students participated in the survey, including 17 girls and 7 boys. The main research question was: What aesthetic and educational values do the students participating in the project perceive in the interactive application package “Steer to STEAM”? The study showed that the application set encourages cognitive activity, stimulates motivation to learn, enriches knowledge, and develops the students’ interests in the surrounding world. In the students’ evaluation, the most attractive games in the package were found to be “Kosmos” and “Dekory”. According to the children, all the games are characterised by high aesthetic quality. The tasks were considered rather easy for second-grade students. The teacher assessed the package as having high substantive, educational, and aesthetic quality. The package can be applied in schools, kindergartens, as well as in educational-therapeutic centres.
References
Bilewicz-Kuźnia, B. i Centner-Guz, M. (2015). Natura, architektura i zabawa i zabawa jako źródła przeżyć estetycznych i odkryć geometrycznych. Problemy Wczesnej Edukacji, 4(31), 101–121. https://doi.org/10.5604/01.3001.0008.5650 .
Bruce, C. i Hawes, Z. (2015). The role of 2D and 3D mental rotator in mathematics for your children: What is it? Why does it matter? And what can we do about it? ZDM Mathematics Education, 47(3), 331–343.
Clements, D.H. i Sarama, J. (2007). Effects of a preschool mathematics curriculum: Summative research on the Building Blocks Project. Journal for Research in Mathematics Education, 38(2), 136–163.
Dudel, B. i Naruszewicz, A. (red.). Zbiór koncepcji zajęć „STEAM” dla klas I–III szkoły podstawowej. Studenci studentom. Wydział Nauk o Edukacji Uniwersytetu w Białymstoku. https://repozytorium.uwb.edu.pl/jspui/bitstream/11320/13996/1/Zbior_koncepcji_zajec_STEAM.pdf
Filipiak, E. (2018), Badanie potencjału możliwości uczenia się dzieci – eksperyment nauczający. Problemy Wczesnej Edukacji, 3(42), 60–71. https://doi.org/10.26881/pwe.2018.42.07
Lamri, J. (2021). Kompetencje XXI wieku. Kreatywność, komunikacja, krytyczne myślenie, kooperacja (A. Zręda, tłum.). Wolters Kluwer.
Mińkowska, E. (2021). Gry komputerowe w edukacji STEAM – możliwości i przeszkody. Edukacja Elementarna w Teorii i Praktyce, 16(63), 69–78. https://doi.org/10.35765/eetp.2021.1663.05
Montessori, M. (2010). Praksishandbuch der Montessori Methode. Herder Verlag.
Montessori, M. (2014). Odkrycie dziecka (A. Pluta, tłum.). Wydawnictwo Palatum.
Plebańska, M. (2018). STEAM – edukacja przyszłości. Teorie i badania. Mazowiecki Kwartalnik Edukacyjny Meritum, 4(51), 2–7.
Plebańska, M. i Szyller, A. (2024). STEAM-owa szkoła. Difin.
Samborska, I. (2019). Edukacja STEAM a aktywność poznawcza dziecka w wieku przedszkolnym. Edukacja Elementarna w Teorii i Praktyce, 14(54), 49–59. https://doi.org/10.35765/eetp.2019.1454.04
Samborska, I. (2024). STEM/STEAM w edukacji na rzecz zrównoważonego rozwoju w świetle dokumentów UE. Edukacja Elementarna w Teorii i Praktyce, 19(75), 11–21. https://doi.org/10.35765/eetp.2024.1975.01
Szkoła Podstawowa Fundacji Szkolnej (b.d.). Projekt “STEAM edukacja w każdej szkole”. https://sp.fundacjaszkolna.edu.pl/projekty
Szkoła Podstawowa nr 7 w Świdniku (b.d.). Świat Nauki i Ekologii: Siódemka Gości Erasmusa na Warsztatach STEMaction for The Future. Zespół Szkolno-Przedszkolny nr 1 w Świdniku. Szkoła Podstawowa nr 7 im. Żołnierzy Armii Krajowej w Świdniku. https://sp7.swidnik.pl/strona-3629-swiat_nauki_i_ekologii_siodemka_gosci.html
Szczęsny, W. (2008). Metodyka badań pedagogicznych i pisania prac dyplomowych. Wydawnictwo Akademickie „Żak”.
Zalecenie Rady z dnia 22 maja 2018 r. w sprawie kompetencji kluczowych w procesie uczenia się przez całe życie (Tekst mający znaczenie dla EOG.) (2018). Dz. U. UE. C 189 z 4.6.2018, s. 1–13. https://eur-lex.europa.eu/legal-content/PL/TXT/?uri=uriserv%3AOJ.C_.2018.189.01.0001.01.POL&toc=OJ%3AC%3A2018%3A189%3ATOC
Copyright (c) 2025 Elementary Education in Theory and Practice
This work is licensed under a Creative Commons Attribution-NoDerivatives 4.0 International License.
- When submitting a text, the author declares that he/she is the Author of the article (hereinafter referred to as the “Work”) and:
- he/she owns the exclusive and unlimited copyright to the Work,
- is entitled to dispose of the copyright to the Work.
Declares that it does not infringe any third party copyrights or legal rights.
Declares that there is no conflict of interest.
2. At the same time, the Author grants the Ignatianum University in Cracowa royalty-free, non-exclusive and territorially unlimited licence to use the Work in the following fields of exploitation:
- recording the Work in a hard copy, as well as on a digital or magnetic medium;
- reproduction of the Work using any technique, without limitation of the number of editions or copies;
- distribution of the Work and its copies on any medium, including marketing, sale, lending, and rental;
- introduction of the Work into a computer memory;
- disseminating the Work in information networks, including in the Internet;
- public performance, exhibition, display, reproduction, broadcasting and re-broadcasting, as well as making the Work available to the public in such a way that everyone can have access to it at a time and place of their own choosing;
- within the scope of dependent rights to the Work, including in particular the right to make necessary changes to the Work resulting from editorial and methodical development, as well as to translate the Work into foreign languages;
The licence is granted from the moment of the transfer of the Work to the Ignatianum University in Cracow. The Ignatianum University in Cracow is entitled to grant further sub-licences to the Work within the scope of the right granted. The licence is time-limited and it is granted for a period of 15 years, starting from the date of its granting.
Authors are permitted and encouraged to publish their text online (e.g. in their institution’s repository or on the institution’s website) before or during the submission process as this may lead to beneficial exchanges, as well as earlier and greater citation of the published text (See The Effect of Open Access). We recommend using any of the following portals of research associations:
- ResearchGate
- SSRN
- Academia.edu
- Selected Works
- Academic Search
