Conclusion
Significance
This action research project shifted the way I view STEAM challenges in my classroom. Before this project, I was focused only on content and challenge, without giving significant attention to student mindset and thinking strategies. Upon further research, I better understand the way both student mindset and questioning techniques can impact learning. Helping students better understand the process behind their thinking was significant for many. As well, it gave me valuable insight into my students view of themselves as a learner.
Additionally, the focus on question formulation shifted my role as a teacher, from a knowledge outlet to a learning coach. I no longer was the only one pondering in my classroom. The way we went about overcoming challenges not only led to an increase in the quantity of questions being asked, but also the quality of the questions formed. As well, students learned to share ideas and build off of one another’s thinking. Furthermore, I learned when the Question Formulation Technique was most valuable within a STEAM challenge.
Additionally, the focus on question formulation shifted my role as a teacher, from a knowledge outlet to a learning coach. I no longer was the only one pondering in my classroom. The way we went about overcoming challenges not only led to an increase in the quantity of questions being asked, but also the quality of the questions formed. As well, students learned to share ideas and build off of one another’s thinking. Furthermore, I learned when the Question Formulation Technique was most valuable within a STEAM challenge.
Limitations
Time was a significant limitation in this action research project. Teaching both growth mindset concepts, and the Question Formulation Technique required a large commitment of time. As well, trying the QFT during two additional phases of the Engineering Design Process increased the overall challenge length. This study only encompassed a four-week period. Expecting students to master a new strategy in such a short period of time is unrealistic. Given more practice, I would be curios to see how their opinion of the QFT during the Improve stage would change.
As well, diverse student population was limited in this research project. Almost all of the students in my classroom are white, native English speakers who come from an average or above average socioeconomic status. Having a greater diversity in the research group could yield significantly different results, especially in the language reliant QFT.
I realize that this study is narrow in focus, as STEAM challenges are not the same as STEAM learning. There are many approaches to STEAM, and a simple challenge is far from the mark of a complete approach. The more I learn about STEAM, my understanding about the scope widens. The findings in this study could not be easily applies to STEAM learning as a whole.
Finally, I must include personal bias as a limitation. Since first reading about growth mindset, I have been fascinated by the research and implementation among several of my peers in this program. I am certain that I approached this learning with great enthusiasm and high hopes. As much as I tried to maintain a balance, I often felt my own excitement bubble over during the lessons.
As well, diverse student population was limited in this research project. Almost all of the students in my classroom are white, native English speakers who come from an average or above average socioeconomic status. Having a greater diversity in the research group could yield significantly different results, especially in the language reliant QFT.
I realize that this study is narrow in focus, as STEAM challenges are not the same as STEAM learning. There are many approaches to STEAM, and a simple challenge is far from the mark of a complete approach. The more I learn about STEAM, my understanding about the scope widens. The findings in this study could not be easily applies to STEAM learning as a whole.
Finally, I must include personal bias as a limitation. Since first reading about growth mindset, I have been fascinated by the research and implementation among several of my peers in this program. I am certain that I approached this learning with great enthusiasm and high hopes. As much as I tried to maintain a balance, I often felt my own excitement bubble over during the lessons.
Reflection
I was quite nervous to carry out this action research project. I had only completed applied projects previously, yet I was hopeful about tying together all I had learned in this graduate program. I still consider myself a novice at conducting research, but am confident that I now have the foundational tools needed to continue this practice moving forward. Taking the time to reflect upon student learning is a practice I always knew was imperative, but I now have a new approach to doing so.
As well, this project has made me a greater advocate for STEAM learning in my school environment. I am lucky that I teach in a setting that not only encourages the arts, but also allows for creative teaching practices. Still, there are few teachers who are implementing STEAM in their classroom, and I need to serve as a support in my school as we move forward.
Finally, this action research project moved me outside of my own comfort zone, challenging my personal mindset as an educator. I was able to take on challenging situations, implementing new strategies and techniques in the classroom. That is not to say that I will jump on any educational bandwagon that goes by. This project and degree has taught me the importance of grounding my work in research, observing carefully, and making decisions only after thoughtfully reviewing data.
As well, this project has made me a greater advocate for STEAM learning in my school environment. I am lucky that I teach in a setting that not only encourages the arts, but also allows for creative teaching practices. Still, there are few teachers who are implementing STEAM in their classroom, and I need to serve as a support in my school as we move forward.
Finally, this action research project moved me outside of my own comfort zone, challenging my personal mindset as an educator. I was able to take on challenging situations, implementing new strategies and techniques in the classroom. That is not to say that I will jump on any educational bandwagon that goes by. This project and degree has taught me the importance of grounding my work in research, observing carefully, and making decisions only after thoughtfully reviewing data.
