Experiential Learning in STEAM: A Case Study of Implementation in a PK-8 Islamic School

• In Event: Faith-Based American Muslim Education: Challenges and Achievements

Abstract

The landscape of education is continuously evolving, with innovative approaches emerging to enhance student learning and engagement. This study delves into the implementation and impact of an experiential learning approach focused on STEAM (Science, Technology, Engineering, Arts, and Mathematics) in a STEM certified PK-8 Islamic school in Massachusetts. Our research aims to evaluate the effectiveness of experiential learning in enhancing students’ engagement and understanding of STEAM concepts, explore how this approach aligns with Islamic educational principles, and assess the challenges and opportunities in implementing experiential learning in a faith-based educational setting.

While conversations about successful models of experiential learning often point us to creative high schools, we believe it’s time to start earlier. K-8 schools are often placed on the back burner when it comes to experiential learning, with the assumption that occasional art projects and field trips will suffice. Our research challenges this notion, arguing that these formative years, when students are at their most fearless, creative, and curious stages, are crucial for implementing truly experiential pedagogy and inquiry driven learning.

The theoretical framework of this study is rooted in constructivist learning theory and Kolb's experiential learning cycle. Additionally, it draws on Islamic educational philosophy, particularly the concept of ‘ilm (knowledge). By examining how these theoretical perspectives intersect in practice within a faith-based STEAM curriculum, we aim to provide a comprehensive understanding of the potential for experiential learning in diverse educational contexts.

Through a mixed-methods case study approach, using field notes based on classroom observations, interviews, and evaluation tools, we document the journey of starting small but thinking big. In this session we share how a single lesson, such as animal adaptations in Grade 1, can evolve into a comprehensive, experiential unit. This might involve bird watching expeditions, engineering bird feeders, and engaging with experts in various fields, creating a robust, interdisciplinary learning experience.

Our findings highlight the multifold benefits of this approach. Students demonstrate increased engagement, deeper understanding of complex concepts, and improved problem-solving skills. The integration of Islamic principles enhances the relevance and meaning of STEAM learning, creating a more holistic educational experience. While a major challenge may include the task of balancing experiential approaches with traditional expectations and time constraints for teachers, the study provides insights into navigating these challenges, emphasizing the need to embrace failure, let students take the lead, provide structure, accept productive noise, and ensure equity in expectations and accessibility.

The scientific and scholarly significance of this study includes its contribution to the growing body of research on experiential learning in K-8 education, with a unique focus on its application in a faith-based context. By addressing the gap in literature regarding STEAM education in Islamic schools, we provide valuable insights into culturally responsive pedagogies.

Author

• Noor Ali, Northeastern University