Implementing STEAM Activities with Biology Teachers in the Context of Ecology

Abstract

This study investigates the impact of ecology-based STEAM (Science, Technology, Engineering, Art, and Mathematics) activities on biology teachers’ ecological citizenship, STEAM awareness, and attitudes toward art education. Designed as a convergent parallel mixed-methods study, it involved 26 in-service biology teachers from diverse regions in Türkiye. Quantitative data were collected using three validated instruments: the Ecological Citizenship Scale, the STEM Awareness Scale for Secondary School Teachers, and the Attitude Toward Art Education Scale, applied as pre- and post-tests. Qualitative data was obtained through teachers’ daily reflections, focus group interviews, and lesson plans developed during the training. The results showed significant improvements in teachers' ecological citizenship, STEM awareness, and attitudes toward art education. Teachers appreciated the interdisciplinary nature and classroom applicability of the 26 STEAM activities conducted over six days. While participants expressed high motivation to integrate STEAM practices, some lesson plans revealed insufficient interdisciplinary alignment, particularly in incorporating engineering, mathematics, and technology components. The findings highlight the potential of STEAM-based professional development to support both environmental awareness and pedagogical growth. However, the study also underscores the need for ongoing support in curriculum literacy and integrated instructional design to ensure the effective adoption of STEAM approaches in science education.