Fostering Deep Learning via STEAM Diorama Project: A Neuropsychological Impact Analysis in Elementary Education
DOI:
https://doi.org/10.67686/didaktika.v10i3.2360Abstract
In elementary science education, deep learning beyond rote memorization remains difficult to achieve. This study examined whether a STEAM based solar system diorama project could strengthen five specific deep learning aspects and provide quantitative neuropsychological evidence of its underlying mechanisms. Using a mixed methods explanatory sequential design, 64 sixth graders completed an eight-week intervention following the Laboy Rush PjBL STEAM model. Pre and post intervention questionnaires showed significant gains across all five dimensions: conceptual understanding (d=1.89), sustained engagement (d=2.18), collaborative reasoning (d=2.04), creative problem solving (d=2.08), and science self-efficacy (d=1.82). For the neuropsychological analysis, systematic observations were conducted using a validated protocol (inter rater reliability Cohen’s κ=0.84). The highest neurocognitive engagement occurred during the Application stage (mean 4.8/5, SD=0.4), reflecting multisensory integration and procedural learning, followed by the Discovery stage (mean 4.5/5, SD=0.5), reflecting executive function activation. Engagement ratings during Application strongly predicted conceptual understanding gains (r=0.67, p<0.001). Qualitative thematic analysis further supported these findings, revealing embodied understanding and emotional resonance as key mechanisms. We conclude that the diorama project effectively fosters deep learning by engaging multisensory, emotional, and social neurocognitive processes, with the Application and Discovery stages being the most neurally active phases.
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