Unpacking Fifth Graders' Perspectives on STEAM: Knowledge, Attitudes, Challenges, and Insights From Self-Reported Experiences

• In Event: AERA Roundtable Session Saturday 11:45 am - Gold 4
  In Roundtable Session: Digital Literacy, Robotics, and Ethical AI in Education

Abstract

This mixed-methods study explores fifth graders' self-reported knowledge, attitudes, and challenges related to STEAM learning. Drawing on Weiner’s (1985) Attribution Theory, the research analyzes survey data from 48 students in a southeastern U.S. public school. Quantitative findings demonstrated consistently high confidence in science and art, with more variation toward technology and robotics. Qualitative analysis revealed challenges associated with complexity and cognitive load, as well as tension in social interaction. Applying Attribution Theory helped illuminate how students attribute success and failure, influencing their overall motivation and engagement. The study’s findings highlight the significance of supportive, clear, and inclusive learning environments to ensure that STEAM environments empower rather than overwhelm young learners.

Authors

• Jillian Powers, Florida Atlantic University

• Danielle R. Brown, Florida Atlantic University

• Susannah L. Brown, Florida Atlantic University

• Ann Musgrove, Florida Atlantic University