STEAM and problem-solving at school

I believe that sensors provide students with information in the form of quantifiable data that helps them to be able to work with it in a simple way, which is a good starting point. Art transforms this data, which is very useful for drawing conclusions or developing an investigation, into sensations or impressions that reach children and adolescents much more easily because of its capacity to stimulate them.
From a teacher’s point of view, I think that this way of showing data allows us to work more effectively with the new generations, whose attention span and concentration are progressively reduced by the technological environments in which they usually move, such as social networks or the applications of their digital learning environment. In addition, the emotions that we can awaken through art are elements that do not always need to be interpreted, and therefore we can work with much wider age ranges.

On the other hand, the data collected by the sensors show them the parameters that are measured in their immediate environment, which helps them to make a more direct emotional connection because they are part of that environment and what is being analysed affects them personally. This would be the trigger for their interest or motivation to want to solve the problem, having to make connections between all their knowledge of science, technology, mathematics or engineering to better understand the problem. In order to carry out this type of project, having the necessary resources is essential.

Having their work have a significant impact on something beyond the classroom, such as their town or community, can give them confidence in their abilities and motivate them to extrapolate this work to wider and wider areas, making connections to global social or environmental issues.