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Faculty of Graduate Studies

Narges Mansouri

  • BSc (Alzahra University, 2003)
  • MEng (Islamic Azad University, 2012)
Notice of the Final Oral Examination for the Degree of Master of Arts

Topic

The Impact of Art in STEAM on the willingness of girl students in STEM subjects

Department of Curriculum and Instruction

Date & location

  • Thursday, August 8, 2024
  • 10:00 A.M.
  • MacLaurin Building, Room A341

Examining Committee

Supervisory Committee

  • Dr. Kathy Sanford, Department of Curriculum and Instruction, University of Victoria (Supervisor)
  • Dr. Erika Germanos, Department of Curriculum and Instruction, UVic (Member)

External Examiner

  • Dr. Tim Hopper, School of Exercise Science, Physical and Health Education, UVic

Chair of Oral Examination

  • Dr. Sanghoon Nam, Gustavson School of Business, UVic

Abstract

This study investigates the impact of integrating Art into STEAM (Science, Technology, Engineering, Arts, Mathematics) on the willingness of female students to engage in STEM (Science, Technology, Engineering, Mathematics) subjects. Recognizing the inherent strengths of female students in liberal arts and humanities, a novel instructional framework was developed. This framework combines the 5E instructional model with Stanford's design thinking model to create a comprehensive STEAM lesson plan. The workshop, conducted over one day, involved eight female students from grades 3 and 4. The workshop plan, designed as a practical guide, was structured around the science of sound and noise pollution, topics chosen based on extensive teaching experience in high school Physics. Through observations of their activities, problem-solving methods, and interactions, several key findings emerged.

Enhanced learning through art integration significantly improved the understanding of sound characteristics and the ability to analyze sound graphs, even in elementary-level students. High levels of empathy integrated into problem-solving fostered a sense of responsibility towards nature and humanity. This ethical motivation drove deeper engagement in the STEAM project and increased precision in STEM activities. Leveraging female students' strengths in art boosted their confidence, enabling them to tackle real-life problems seamlessly integrating Art and STEM. The study demonstrates that utilizing the strengths of female students in art and empathy within STEAM education not only enhances their willingness to participate in STEM but also improves their overall learning experience and problem-solving skills.

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