Using a Dilemma-STEAM teaching model to engage students in 21^st century learning

The aim of this study was to engage students in 21^st century learning through the implementation of a Dilemma-Science, Technology, Engineering, Arts, and Mathematics (STEAM) teaching model. The Dilemma-STEAM teaching model integrates dilemma stories with problem solving tasks to support students’ thinking and problem solving using the STEAM approach. Qualitative research was employed in three schools involving 25 students in a primary school and 60 students in two junior high schools. The data were collected through semi-structured interviews, reflective journals, and classroom observations. The students discussed a dilemma story about energy and thematic data analysis found that they solved problems and construct their understanding of STEAM concepts such as environmental car, oven, and hydroelectric power plants using a range of different strategies. In solving the problems, the activities helped the students to develop the 21^st century skills of critical and creative thinking, and collaboration and communication skills. Finally, a dilemma-STEAM model enabled a multidisciplinary approach to be used in conducting science lessons to provide meaningful learning experiences for students.