Is there deep learning on Mars? STEAM education in an inquiry-based out-of-school setting

Hannu Salmi, Helena Thuneberg, Franz X. Bogner

Forskningsoutput: TidskriftsbidragArtikelVetenskapligPeer review


Learning intervention based on a “Mars and Space” exhibition was
designed according to STEAM-education (Science, Technology,
Engineering, Art and Mathematics) principles and practices in order to
bridge the gap between formal and informal learning. The cognitive
learning of 12-year-old students in Finland (N = 306) showed a sustained
level for a six months period. The results of this study provided evidence
that situational motivation was enhanced by interest in school science in
the STEAM science exhibition context. This led to better cognitive
learning results in the post-knowledge test. Thus, interest and situational
motivation were the first steps, and the superficial situational motivation
seemed to successfully change into content-based intrinsic motivation
with longer-lasting, deep learning outcomes. STEAM intervention
apparently produced long-term learning, and this exhibition learning
setting is shown to provide an appropriate platform to reach the deeper
layers to successfully retain knowledge. Boys’ scores rose even in the
delayed test. Using structural equation modelling (SEM) to assess the
effects on individual, motivational and situational interest in learning,
situation motivation is shown to work as a catalyst and acting as a
catalyst and also acted as a stepping stone for intrinsic motivation as
part of relative autonomy (RAI) and a deep learning strategy.
TidskriftInteractive Learning Environments
Volym2020 / 28
Antal sidor13
StatusPublicerad - 23 sep 2020
MoE-publikationstypA1 Tidskriftsartikel-refererad


  • 516 Pedagogik

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