Perception of Teachers Towards STEAM and Inquiry-Based Teaching After STEAM Activities Training

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Abstract
The investigation delves into the impact of implementing STEAM education models, specifically tailored for educators, on their comprehension and conceptualization of STEAM principles and inquiry-based teaching. Qualitative data was gathered through responses to metaphorical inquiries within the study framework. The participant group comprised 43 teachers. Analysis of teachers’ metaphorical perceptions of pre- and post-STEAM education revealed the formation of eight categories from 34 STEAM-related metaphors and six categories from 36 inquiry-based teaching-related metaphors initially. Following the training, the number of categories expanded to eight for STEAM, encompassing 42 metaphors, while the inquiry-based teaching -related categories remained at six, derived from 36 metaphors. The findings suggest that STEAM encompasses orientation, algorithm, and renewal categories, embodying a multidisciplinary and interdisciplinary approach. It entails generating products that harmonize multiple disciplines, fostering active participation, and supporting mutual reinforcement, necessitating skill development and problem-based learning. On the other hand, inquiry-based learning involves perpetually posing questions akin to children, engaging in investigative exploration akin to detective work, and results-oriented inquiry. This educational approach encourages inquiry, critical thinking, and experimentation with diverse problem-solving methodologies, fostering adaptability, providing novel perspectives, empowering individuals, and serving as the foundation for synthesizing varied ideas.
Funding Information
  • Silkroad Development Agency
  • Gaziantep University BAP RM.01 coded project

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