STEAM Jou nal o Elemen a y School Educa ion
Volume 1, Numbe 02, Oc obe 2025, Page 137-161
Websi e: h ps://jou nal.unesa.ac.id/index.php/sjese/index
E-ISSN 3109-6905
Ma shmallows, Fun, and Cons ella ions: A Mixed-Me hods
E alua ion o a STEAM As onomy Wo kshop
I o Voulga i,1* Simeona
Mamo,2
Edwa d Duca, 3,
Kons an inos La idas 4
1 Ins i u e o Digi al Games,
Uni e si y o Mal a,
2,3 Ma hema ics and Science
Educa ion, Facul y o
Educa ion, Uni e si y o Mal a
4 Depa men o Educa ional
Sciences & Ea ly Childhood
Educa ion, Uni e si y o
Pa as
*Co espondence au ho :
[email p o ec ed]
DOI:
10.26740/sjese.1.02.2025.5
Keywo ds:
STEAM educa ion; as onomy
educa ion; non- o mal
lea ning; science engagemen ;
c ea i e pedagogy.
Publishe :
Elemen a y School Educa ion
P og am, PSDKU, S a e
Uni e si y o Su abaya
(UNESA), Indonesia
Recei ed: 1s Oc obe 2025
Re ised: 11 h Oc obe 2025
Accep ed: 29 h Oc obe 2025
Published: 30 h Oc obe 2025
Abs ac
This s udy e alua es a STEAM-based as onomy
wo kshop o child en, deli e ed a wo science
engagemen e en s in Mal a: Science in he Ci y 2023
and Uncon en ional Science Ca ee s Days 2023. The
wo kshop in eg a ed s o y elling, my hological
na a i es, c ea i e making ac i i ies, and digi al ools
wi hin he 5E ins uc ional model and he c ea i e
pedagogy CREATIONS, wi h cons ella ions as he cen al
heme. Using a mixed-me hods app oach, we collec ed
su ey da a om 122 pa icipan s (aged M=10, SD=2.4)
and p ac i ione obse a ions. Quan i a i e analysis
showed ha mos child en (80.3%) ound he wo kshop
easy o unde s and, hough 91.8% epo ed no lea ning
new con en . Despi e his, 51.6% exp essed s ong
in e es in lea ning mo e abou as onomy, and 55.7%
wan ed simila school wo kshops. Signi ican
di e ences eme ged by se ing: open-ai es i al
pa icipan s epo ed highe le els o enjoymen and
cla i y han class oom-based pa icipan s. Quali a i e
analysis e ealed child en emphasized as onomy
knowledge, enjoymen , and c ea i e p ocesses, o en
linking lea ning o pe sonal con ex s such as zodiac
signs. P ac i ione obse a ions highligh ed pa en al
in ol emen as bo h suppo i e and po en ially
in usi e. These indings sugges STEAM wo kshops
emphasising a is ic p ocesses, can s imula e cu iosi y,
engagemen , and cul u al ele ance in as onomy
educa ion, while unde sco ing he impo ance o
acili a o aining and ca e ul sca olding o balance
c ea i i y wi h concep ual accu acy. The s udy
con ibu es o esea ch on non- o mal STEAM lea ning
by demons a ing he po en ial and challenges o
in eg a ing a s, s o y elling, and science in as onomy
educa ion.
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STEAM Jou nal o Elemen a y School Educa ion, Volume 1, Numbe 02, (2025) | Page: 137-161
INTRODUCTION
The in eg a ion o STEAM (Science, Technology, Enginee ing, A s, and
Ma hema ics) in o educa ion has gained momen um as an e ec i e pedagogical
app oach ha os e s c ea i i y, c i ical hinking, and scien i ic inqui y. Ea ly
science exposu e p o oundly impac s s uden s’ u u e scien i ic ci izenship,
os e ing c i ical hinking and encou aging engagemen wi h scien i ic discussions
(Dijks a e al., 2014; Deak & Kuma , 2024). STEAM me hodologies can help b idge
gende gaps in science engagemen by inco po a ing c ea i e, collabo a i e, and
a is ic app oaches (O iz-Re illa e al., 2021); gi ls end o be mo e engaged in
as onomy- ela ed ac i i ies including s o y elling, a is ic exp ession, and
in e disciplina y lea ning (Sanz-Cama e o e al., 2023). Howe e , adi ional
science educa ion o en ails o emphasize scien i ic knowledge's e ol ing na u e,
p esen ing i as ixed ac s a he han a dynamic, human-d i en p ocess (San illi &
Boudemon , 2008). To add ess his, non- o mal science educa ion -deli e ed
h ough hands-on ac i i ies, in e ac i e wo kshops, and eal-wo ld applica ions-
has gained ecogni ion as an e ec i e app oach o engaging s uden s in STEM and
STEAM disciplines (Dijks a e al., 2014; Ma hieson & Duca, 2021).
Non- o mal lea ning en i onmen s, as spaces whe e science lea ning is no
con ined o he class ooms, play a c i ical ole in shaping child en's a i udes owa d
science (Le en hal e al., 2024; Xia e al., 2024). Resea ch highligh s ha in e ac i e,
engaging wo kshops and hands-on lea ning signi ican ly enhance s uden s’
unde s anding o science, encou age c i ical hinking abou i s socie al implica ions,
imp o e e en ion, engagemen , and he willingness o pa icipa e in STEM ields
(Dijks a e al., 2014; Hu e al., 2021). Science ai s, wo kshops, and public
engagemen ini ia i es p o ide c i ical oppo uni ies o lea ning ou side adi ional
school se ings. These expe iences allow s uden s o explo e scien i ic concep s in
an in e ac i e and engaging manne , o en leading o inc eased cu iosi y and long-
e m in e es in STEM ca ee s (Duo-Te on e al., 2022). They demys i y science,
illus a ing ha i is an e ol ing ield o inqui y a he han a collec ion o ixed ac s
(San illi & Boudemon , 2008).
As onomy is pa icula ly well-sui ed o science engagemen , as i na u ally
cap u es child en's imagina ion and os e s cu iosi y abou he uni e se and
humani y's place wi hin i (Roche e al., 2021; Sil e man e al., 2024). I p o ides a
unique ga eway in o scien i ic explo a ion by encou aging s uden s o ask ques ions
abou he uni e se, de eloping bo h scien i ic easoning skills and a sense o global
ci izenship, connec ing physics, ma hema ics, and echnology (Si , 2019).
As onomy wo kshops, pa icula ly when deli e ed h ough STEAM-based
me hodologies, can b idge he gap be ween science and he a s, making lea ning
mo e accessible and engaging o di e se s uden popula ions (Sil e man e al.,
2024). Despi e i s po en ial, as onomy educa ion a he p ima y and lowe
seconda y le els emains unde explo ed in o mal cu icula, wi h limi ed
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oppo uni ies o s uden s o engage wi h he subjec in a c ea i e, in e disciplina y
manne (Sonia e al., 2023).
Exis ing esea ch highligh s he cogni i e and a ec i e bene i s o in oducing
as onomy concep s o young child en h ough he a s. S o y elling, o ins ance,
has been shown o enhance concep ual unde s anding by making abs ac
as onomical phenomena mo e ela able. Hu e al., (2021) explo ed how
pe soni ica ion s o y elling -whe e celes ial bodies a e depic ed as cha ac e s in a
na a i e- imp o ed concep ual unde s anding o as onomical phenomena by
suppo ing p eschool child en's g asp o complex space science concep s. Simila ly,
he use o make ac i i ies, a s in eg a ion, and digi al ab ica ion has been
ecognized as an e ec i e means o making complex scien i ic concep s mo e
ela able and inc easing engagemen and pa icipa ion in science educa ion
(Ha ikainen e al., 2022). Simila ly, in eg a ing c a -based p ojec s (e.g., building
s a models, designing cons ella ions) has been ound o inc ease s uden s’
engagemen and long- e m in e es in science (Kahn e al., 2018).
Ne e heless, ecen s udies ha e iden i ied a lack o emphasis on he A s as
a pedagogical app oach, wi h limi ed igo ous esea ch on he ele an lea ning
ou comes such as c ea i i y o a -speci ic ou comes (Pe igna & Ka z-
Buonincon o, 2019). Pe igna & Ka z-Buonincon o a gue o a shi in discou se
om “adding a s o STEM” owa d ea ing STEAM as an equi able i e-discipline
pedagogy, accompanied by igo ous ins umen s ha documen gains in c ea i i y,
p oblem-sol ing and aes he ic unde s anding. The p ac ical di icul y o such
in eg a ion is echoed by eache s who epo unce ain y abou conc e e s a egies
o including he a s (He o & Quigley, 2017) and by class oom obse a ions
showing ha a is ic componen s o en collapse in o supe icial deco a ion a he
han subs an i e inqui y (LaJe ic, 2013; Singh e al., 2024)
I seems, he e o e, ha despi e he g owing in e es in STEAM educa ion,
c i ical gaps limi ou unde s anding o e ec i e p ac ice. Fi s , while s udies
demons a e bene i s o a s in eg a ion, igo ous empi ical esea ch examining
speci ic lea ning ou comes emains limi ed (Pe igna & Ka z-Buonincon o, 2019).
Mos esea ch ocuses on adding a s as supplemen a y ac i i ies a he han
in es iga ing uly in eg a ed app oaches. Second, educa o s epo unce ain y
abou conc e e pedagogical s a egies o meaning ully in eg a ing a s beyond
supe icial deco a ion (He o & Quigley, 2017; LaJe ic, 2013; Singh e al., 2024).
Finally, as onomy educa ion a p ima y and lowe seconda y le els emains
unde explo ed wi hin o mal cu icula, wi h ew documen ed examples o c ea i e,
in e disciplina y engagemen (Sonia e al., 2023). While as onomy na u ally
cap u es child en's imagina ion, sys ema ic app oaches o in eg a ing s o y elling,
cul u al na a i es, and c ea i e making wi h as onomy concep s a e sca ce.
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This s udy add esses hese in e connec ed gaps h ough h ee dis inc
con ibu ions o STEAM educa ion esea ch. Fi s , we p esen a heo e ically
g ounded pedagogical amewo k ha sys ema ically in eg a es he 5E ins uc ional
model - adi ionally used in o mal science class ooms- wi h he CREATIONS
c ea i e pedagogy in a non- o mal wo kshop se ing. This in eg a ion demons a es
how inqui y-based and a s-based app oaches can be combined, wi h he a s
embedded h oughou he inqui y cycle a he han elega ed o communica ion
phases. Second, ou mixed-me hods e alua ion p o ides empi ical e idence o
child en's cogni i e, a ec i e, and c ea i e esponses o as onomy educa ion ha
explici ly combines s o y elling and hands-on making ac i i ies. Thi d, by
compa ing implemen a ion ac oss wo dis inc non- o mal se ings, we o e
insigh s in o how en i onmen al con ex and pa icipan mo i a ion ( olun a y s.
manda o y a endance) shape engagemen and lea ning.
The s udy epo s on he design, implemen a ion, and p elimina y e alua ion
o a STEAM as onomy wo kshop deli e ed a wo science ai e en s: Science in he
Ci y, Mal a’s la ges science and a s es i al (Jensen e al. 2021, Fa ugia e al 2024),
and he Uncon en ional Science Ca ee s (USC) Days, a school-led ini ia i e
in oducing seconda y school s uden s o di e en p o essions h ough in e ac i e
wo kshops a he Uni e si y o Mal a. The main esea ch ques ions guiding ou
s udy we e:
1) How e ec i e was he wo kshop in aising he awa eness o he child en on
opics ela ed o as onomy?
2) Was he wo kshop engaging and un o he child en?
3) To wha ex en did child en’s epo ed as onomy knowledge inc ease?
4) Did ac o s such as he enue and ype o e en , and he child en’s gende and
age impac he enjoymen and he lea ning ou comes o he child en?
METHODS
This s udy employed a mixed-me hods e alua ion design o examine he
implemen a ion and ou comes o a STEAM as onomy wo kshop. The esea ch
combined quan i a i e su ey da a om child pa icipan s wi h quali a i e analysis
o open-ended esponses and p ac i ione ield obse a ions. The s udy was
designed in wo phases: (1) co-design and de elopmen o he wo kshop
in e en ion using pa icipa o y me hods wi h uni e si y s uden s, and (2)
implemen a ion and e alua ion o he wo kshop wi h child en a wo public science
e en s. This sec ion i s desc ibes he in e en ion design p ocess and heo e ical
amewo ks ha guided he wo kshop de elopmen , hen p esen s he
implemen a ion con ex s, and inally de ails he esea ch me hods used o e alua e
he wo kshop's e ec i eness.
Concep ual Founda ion, Lea ning Goals, and Theo e ical F amewo ks
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The main heme o he child en’s wo kshop was he cons ella ions, as i can be
linked o he expe ience and daily li e o he child en, making lea ning mo e
ele an , meaning ul and engaging. Child en can see he cons ella ions by jus
obse ing he sky, while a he same ime hey may no be able o see hem due o
ligh pollu ion, a common p oblem o p o essional and ama eu as onome s
(Pe ez, 2023). I is also an app op ia e opic o add essing As onomy
misconcep ions, and pa icula ly he di e ence be ween as ology and as onomy
and he numbe o zodiac cons ella ions (Ok ay e al., 2022). In Ok ay e al.’s indings
(2022) lea ne s u he ecommended including my hological s o ies abou
cons ella ions. This ecommenda ion is in line wi h San illi & Boudemon ’s (2008)
and Dijks a e al.’s (2014) emphasis on s o y elling and cul u al e e ences. We,
he e o e, op ed o implemen ac i i ies o mapping he celes ial shapes and linking
hese o my hological s o ies b inging oge he ele an science and a s ac i i ies.
Fo he design o he ac i i ies, we combined he 5E ins uc ional model and
he CREATIONS pedagogy, in o de o help he co-c ea ion wo kshop pa icipan s
design he in e en ion wi h speci ic pedagogies and app oaches in mind.
The 5E ins uc ional model p o ides a amewo k o he design o inqui y-
based educa ional ac i i ies implemen ed in science and STEM educa ion (Koyunlu
Ünlü & Dökme, 2022). Based on cons uc i is lea ning p inciples, i guides lea ne s
om ini ial mo i a ion and cu iosi y, o in es iga ion, explana ion, ans e o new
con ex s, and assessmen (Ruiz-Ma ín & Bybee, 2022), posi i ely impac ing
concep ual change, unde s anding, and science educa ion (Bybee e al., 2006;
Ancona e al., 2024). The 5 s ages o he model a e: a) engagemen – p esen ing a
phenomenon and elici ing p io knowledge; b) explo a ion - in es iga ing h ough
hands-on expe iences; c) explana ion - a icula ing unde s anding while eache s
in oduce o mal concep s; d) elabo a ion - applying knowledge in di e en
con ex s; and e) e alua ion - assessing concep ual unde s anding and skills.
The CREATIONS amewo k inco po a es Inqui y-Based Science Educa ion
(IBSE) wi h he a s (Chappell e al., 2016). IBSE e lec s scien i ic me hods h ough
se en class oom s ages: Ques ion, E idence, Analysis, Explaining, Connec ,
Communica e, and Re lec (Bogne e al., 2013). C ea i e pedagogy in STEAM
enables pu pose ul ac i i ies p oducing o iginal, aluable ou comes h ough c i ical
easoning using a ailable e idence o gene a e ideas, explana ions, and s a egies
indi idually o collec i ely while acknowledging isk and emo ions in
ansdisciplina y con ex s (Chappell e al., 2019).
In eg a ion o Cul u al and His o ical Pe spec i es. We conside ed insigh s o
p e ious s udies on as onomy wo kshops emphasising he need o a mo e
con ex ual, his o ical, and philosophical app oach o eaching science, a he han
adi ional echnology and ma hema ics-o ien ed cu iculum (San illi &
Boudemon , 2008). By iewing As onomy h ough a cul u al lens, we may help
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child en unde s and ha science is social and cul u al p ac ice, shaped by human
ac i i y and socie al in luences (Salimpou & Fi zge ald, 2024). A he same ime,
s o y elling is an e ec i e app oach o making science mo e accessible o young
child en (Dijks a e al., 2014). These we e he heo e ical unde pinnings o he
STEAM As onomy wo kshop c ea ed.
The STEAM Clinic Co-C ea ion Wo kshop
To design he STEAM as onomy wo kshop o child en, we o ganised a
con en co-c ea ion wo kshop (The STEAM Clinic). The pa icipan s we e 6 Highe
Educa ion s uden s o a ious ields such as As ophysics, Biology, Heal h and Social
Sciences, as well as science communica ion in e n s uden s om he UK, Tu key, and
Mal a a he Uni e si y o Mal a.
The c i e ia o basic STEAM educa ion, he s ages o CREATIONS pedagogy, and
CREATIONS Planning Tools (h ps://scia sedu.co.uk/planning- ools/) we e
in oduced o he pa icipan s o he co-c ea ion wo kshop. The pa icipan s we e
asked o use he CREATIONS Planning Tools o combine c ea i e pedagogies wi h a
a ie y o eaching app oaches o acili a e he c ea ion o STEAM p ojec s. This
p o ided a comp ehensi e amewo k o encou aging c ea i i y and inno a ion.
P io o he co-c ea ion wo kshop, we had selec ed 3 STEM educa ional
esou ces ocused on as onomy, o o m he basis o discussion and co-c ea ion.
The pa icipan s we e asked o wo k on hese esou ces, modi y, enhance,
emphasise c ea i i y, and adap hem o he needs o ou a ge g oup (p ima y and
seconda y educa ion child en a he wo kshop). These ac i i ies and esou ces
we e:
Ma shmallow Cons ella ions ac i i y (de eloped by he Paci ic Science Cen e ,
h ps://paci icsciencecen e .o g/wp-con en /uploads/2023/02/cah-
ma shmallow-cons ella ions-6-8.pd ). In his ac i i y, he child en a e asked o
c ea e he model o a cons ella ion using oo hpicks and ma shmallows. They a e
asked o c ea e a s o y abou his cons ella ion d awing om ele an s o ies o
di e en cul u es, sha e hem wi h he g oup and compa e hei s o ies.
S a Clock ac i i y (de eloped by he Paci ic Science Cen e ,
h ps://skyand elescope.o g/obse ing/make-a-s a -clock/). Child en use p e-
made p in ou s o c ea e a pape clock and hen use i o calcula e he cu en ime
by aligning i wi h he Big Dippe .
S ella ium (h ps://s ella ium.o g/): we op ed o use he S ella ium p og am as a
i ual plane a ium (Ok ay e al., 2022). S ella ium is an open-sou ce plane a ium
so wa e ha allows use s o explo e and simula e he nigh sky, iew s a s, plane s,
cons ella ions, and o he celes ial objec s in 3D, o e ing an educa ional and
imme si e as onomy expe ience. I is a common ool o as onome s and eache s.
Digi al media and in e ac i e ools a e ound o be e ec i e in eaching as onomy
and making complex opics and abs ac concep s mo e conc e e and easie o
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unde s and; hey imp o e obse a ion skills, enhance s uden lea ning and
engagemen , and igge cu iosi y and mo i a ion o lea n as onomy (Ok ay e al.,
2022). I is also an enjoyable ool ha can suppo ou heme (Ok ay e al., 2022).
The As onomy Wo kshop P o ocol
Fi e di e en ac i i ies combining as onomy wi h my hology, a and
c ea i i y we e designed o he child en’s wo kshop. To enhance he child en’s
lea ning expe ience, all ac i i ies we e ied oge he wi h a na a i e. The ac i i ies’
p o ocol was adjus ed o he en i onmen s o be implemen ed (e.g., ou doo s o
indoo s, numbe o child en, a ailable ime o each o he es i als, sequen ial o
pa allel implemen a ion o he scena io’s s eps). The ac i i ies complemen each
o he and cons i u e 5 s eps ollowing he 5E Ins uc ional Model. They we e:
S ep 1 – Engagemen : In his s ep, we aimed o a ac he a en ion o he
child en, igge hei cu iosi y, and p o ide a p elimina y con ex o he concep s
o be examined. This s age was ca ied ou in he o m o a dialogue wi h he
child en, wi h ques ions led by he p ac i ione o he wo kshop. The ques ions also
aimed a allowing he p ac i ione o examine he child en's p io knowledge and
expe ience on he opic. Indica i e ques ions o he child en we e:
1. Do you like looking a he sky?
2. Ha e you e e ied o make shapes ou o clouds?
3. Ha e you e e no iced he pa e ns in he nigh sky, like how he s a s mo e
h oughou he nigh o how he sky changes om season o season?
4. Do you ha e a a ou i e cons ella ion? Why is you a ou i e?
5. Wha is a cons ella ion?
S ep 2 – Explo a ion/Disco e y: The child en we e gi en ca ds depic ing
cons ella ion pa e ns and we e asked ques ions abou wha hese images looked
like (Figu e 1). A e his sho exchange, pa icipan s we e asked o choose an
image hey liked and we e asked o c ea e he shape o he cons ella ion pa e n hey
chose using ma shmallows and oo hpicks (Figu e 2). In his s ep, child en a e
ac i ely pa icipa ing and can also wo k indi idually. Th ough his 10-minu e
ac i i y, he child en gained an idea abou wha kind o pa e ns hey could see in
he nigh sky. A he end o he ac i i y, he eal names o he cons ella ions on he
ca ds we e sha ed wi h he child en. The isual cons ella ion pa e ns shown we e:
Big Bea (U sa Majo ), Lidle Bea (U sa Mino ), Cassiopeia, Leo, and O ion. The
cons ella ions o his ac i i y we e selec ed conside ing he nex ac i i y (i.e., S a
Clock) which mainly ocuses on h ee o he a o emen ioned cons ella ions.
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Figu e 1. Example o a cons ella ion ca d
When implemen ing his ac i i y, a en ion was gi en o po en ial
misconcep ions, such as he cons ella ions’ sizes and dis ance om ea h. S a s a e
a di e en dis ances om ea h, wi h di e en magni udes, and he e o e di e en
b igh ness. The models c ea ed may lead o misconcep ions ha he s a s a e
equidis an and o equal magni ude. The ac i i y's pu pose is ocusing only on
cons ella ion pa e ns. The e o e, a e comple ion, child en ecei e a b ie
explana ion abou cons ella ions, hei o ma ion, s a dis ances om he Ea h, and
whe he g a i a ional e ec s exis be ween hem.
Figu e 2. Ma shmallow Cons ella ions ac i i y (Si c-2023)
S ep 3 - Explana ion: In his s ep, gene al in o ma ion is p esen ed using
S elle ium abou how hese cons ella ions a e seen in he nigh sky, he dis ances,
sizes, and b igh ness o he s a s, how many cons ella ions he e a e, and hei
isible mo emen s in he nigh sky (Figu e 3). The p ac i ione shows he
cons ella ions and asks he names o he cons ella ions. The p ac i ione acili a es
ecall by showing he my hological pic u es o he cons ella ions. The e o e, he e is
a cons an ques ion-and-answe p ocess while in o ma ion is being p esen ed.
Th ough his p ocess, knowledge acqui ed in he p e ious ac i i ies as well as he
p e ious knowledge and expe ience o he child en is examined and es ablished.
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Figu e 3. Using he S ella ium p og am
S ep 4 – Elabo a ion: The child en a e asked o model a S a Clock. Be o e his
ac i i y, child en lea n wha cons ella ion a e, and which ca e impo an o
na iga ion. The child en lea n how o de e mine ime using he s a s’ posi ions.
Fi s , he op and bo om clock pieces a e cu and a ached o cen e, whe e he
No h S a is shown, using a pin (Figu e 4, Figu e 5). Then, he pa icipan s a e asked
o ind he No h S a and he Big Dippe cons ella ion in S ella ium. The p ac i ione
hen indica es hei loca ions in he sky. Following he p ac i ione 's ins uc ions,
he child en se he cu en mon h by u ning he moon indica o on he big clock o
12. Then, he small clock is o a ed o ma ch he posi ion o he Big Dippe in he sky.
In his way, he pa icipan s de e mine he ime om he clock window, and an hou
is added du ing summe ime. This ac i i y allows pa icipan s o de elop hei skills
in de e mining di ec ion and ime using he s a s. A he end o he ac i i y, he
pa icipan s' ques ions a e answe ed using S elle ium and in o ma ion is gi en
abou he my hological pa e ns and s o ies o he cons ella ions.
Figu e 4. S a Clock Base
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Figu e 8. Pe cei ed Ease o Unde s anding he Wo kshop by E en
The child en ha esponded yes o q5 (Did you lea n some hing new oday?)
we e asked o elabo a e in he nex open ques ion (q6). Th ough he analysis o he
child en’s commen s, h ee main ca ego ies eme ged:
Emphasis on he Emo ional Impac o he wo kshop (5 e e ences) wi h
commen s such as “I was e y un”, and “I Slayed”, and he inspi a ional impac (“I
lea n ha i like as onomy”)
Emphasis on Knowledge and Skills (28 e e ences), whe e we iden i ied
e e ence o as onomy knowledge (“Wha cons ella ions a e”) and also o he social
skills in ol ed (“E e yone is nice”).
Emphasis on he P ocess o Lea ning (21 e e ences), whe e child en
e e enced p ocedu al knowledge such as “How people c ea e hei own
cons ella ions” and “How o use s a s as ime”.
Some o he quo es coded unde he Knowledge subca ego y made e e ences
which did no seem ele an o he As onomy Wo kshop (e.g., “Abou sha ks”, “I
lea n how o ake blood”, “How o espec he sea”). These a e mos p obably
e e ences o o he wo kshops unning in pa allel o ou wo kshop in bo h e en s.
This indica es ha ei he i was no clea o he child en ha he su ey only
assessed he speci ic wo kshop o ha he e was p obably a s imuli o e load o he
child en wi h he a ied lea ning con en in di e en wo kshops.
Unsu p isingly, since he ques ion e e ed o lea ning ou comes, mos o he
child en’s quo es we e ele an o speci ic as onomy knowledge and concep s.
Howe e , i was in e es ing o ind ha in many cases he child en e e enced
lea ning ou comes ha eme ged h ough he mo e c ea i e ac i i ies
(ma shmallows, connec ing he do s, d awing) (e.g., “we lea ned how o make
cons ella ions.”) o lea ning ou comes linked o hei pe sonal and li ed expe iences
(e.g., “My zodiac sign is di e en .”, “The e a e 44 cons ella ions in Mal a.”). 14 quo es
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we e coded unde he subca ego y “In o ma ion h ough Making and C ea i i y” and
7 e e ences we e coded unde he “Link o Pe sonal In o ma ion” subca ego y o
he “Emphasis on he P ocess o Lea ning” ca ego y.
The Wo kshop a School
The esul s o i em 8 (wo kshop a school) showed ha 55.7% o he
esponden s s a ed hey would de ini ely like o a end a simila wo kshop a school,
indica ing o e all en husiasm despi e limi ed new lea ning. This dis ibu ion did no
di e signi ican ly be ween gende s (Figu e 9).
Figu e 9. The in e es o he child en o a end a simila wo kshop a school
Enjoymen
The le el o enjoymen o he child en was examined h ough a su ey closed
ques ion (3. Did you enjoy ou As onomy Wo kshop?) and u he explo ed
h ough he analysis o he wo open ques ions (6. I you answe abo e is "Yes" [I
lea ned some hing], explain i in one sen ence, 9, When you hink abou his
wo kshop, wha a e 3 wo ds ha comes h ough you mind?). 33.6% o he child en
esponded ha i was okey ( esponse b). 66.4% esponded ha hey lo ed i .
When we u he compa ed he le els o enjoymen be ween he wo g oups
(E en A SITC-2023 and E en B UTC-2023), i seemed ha he child en o E en A
enjoyed he wo kshop mo e han he child en o E en B (χ2(1)=14.677, p=.001). I
was ound ha 78.5% o E en A pa icipan s esponded ha hey lo ed i , bu in
E en B, he esul s we e sligh ly di e en (44.2% esponded ha hey lo ed i )
(Figu e 10).
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Figu e 10. Le els o enjoymen by E en
The enjoymen aspec also came up in he analysis o he open ques ions (i ems
6, 9). When analysing he esponses o he child en we ound commen s such “Cool”,
“Good”, “ENTERTAINMENT”, “Amazing”, “lo ely” (q9, coded unde he “Posi i e”
subca ego y, and “Emo ional Impac ” ca ego y), and also commen s such as “I was
e y un” and “I Slayed” (q6, coded unde he “Enjoymen ” subca ego y, and
“Emphasis On Emo ional Impac ” ca ego y). We did iden i y 2 e e ences o nega i e
emo ional impac such as “bi bo ing” (q9). This was pa icula ly in e es ing,
especially as a esul o q9 (3 wo ds abou he wo kshop) ega ding he posi i e
emo ional impac was one o he mos e e enced hemes wi h 43 e e ences (Table
2). I seemed ha he un aspec o he wo kshop was one o he aspec s ha
imp essed he child en he mos .
O e all pe cep ions o he wo kshop
Th ough q9 (When you hink abou his wo kshop, wha a e 3 wo ds ha
comes h ough you mind?) we examined he gene al imp essions o he child en
abou he wo kshop (Figu e 11). Th ough ou hema ic analysis, ou main
ca ego ies eme ged ega ding he con en o he child en’s quo es:
Cogni i e Aspec (92 e e ences): In his ca ego y, we coded quo es o speci ic
concep s and in o ma ion ele an o he con en o he wo kshop (e.g., “sola
sys em”). By u he analysing he quo es in his ca ego y, we iden i ied quo es
di ec ly ele an o As onomy (As onomy knowledge subca ego y, 47 e e ences),
e.g., “plane s, s a s, cons alle ion, as onomy”, quo es ele an o he b oade STEAM
ield (Gene al Concep s o STEAM subca ego y, 13 e e ences) e.g., “Teknology”,
“scien s and expe imen ”, and was also iden i ied some pe sis ing misconcep ions
(5 e e ences) e.g., “s a signs and as ology”, “as ology” indica ing ha he
dis inc ion be ween as onomy and as ology was no en i ely cla i ied o some o
he child en. A hi d subca ego y ha eme ged was ele an o he Educa ional
Aspec Value (24 e e ences), whe e child en did no e e ence speci ic lea ning
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concep s bu a he seemed o app ecia e he educa ional alue o he wo kshop in
mo e gene al e ms, e.g., “In e es ing”, “in o ma i e”, “ he bes s a s coolness”.
C ea i e Aspec (16 e e ences): Child en’s esponses ha e e enced he
c ea i e ac i i ies hey we e engaged in e.g., “c ea i e”, “Ma shmallow”, “building
and d awing” “s icks”.
Emo ional Impac -Enjoymen (45 e e ences): In his ca ego y, we coded
child en’s esponses ha indica ed he emo ional impac he wo kshop had on
hem, wi h 43 posi i e e e ences (“ un”, “ENTERTAINMENT”, “Nice un and lo ely”)
and also 2 nega i e (“bi bo ing”).
Social Aspec (3 e e ences): This ca ego y eme ged om he child en’s
esponses ha we e ele an o he social aspec o he wo kshop and he
collabo a ion among he child en (“pa icipa ion”, “ eamwo king”) as aspec s ha
imp essed hem he mos .
I was in e es ing o see ha mos o he o e all inal imp essions o he
child en we e linked o he lea ning con en o he wo kshop and also he un aspec
o he wo kshop.
Figu e 11. Wo d cloud based on equency o e ms men ioned by he child en in
q9 (When you hink abou his wo kshop, wha a e 3 wo ds ha comes h ough
you mind?)
CONCLUSION
The indings indica ed ha he child en enjoyed he STEAM As onomy
wo kshop mo e in E en A, he science and a s es i al, han E en B, he hands-on
open uni e si y ca ee day. This could be a ibu ed o he ac ha while E en A
was olun a y, pa icipa ion in E en B was manda o y by he o ganise (a school)
and he e o e child en in E en A migh ha e al eady been in e es ed in he opic
be o e pa icipa ing. E en A was a non- o mal lea ning ac i i y, si ua ed wi hin a
science and a s es i al in a public space happening a e school hou s, while E en
B was si ua ed wi hin a uni e si y se ing and wi hin school hou s. Since, E en A
was ou doo s, i allowed o ee explo a ion and mo emen . This quali a i e
di e ence may ha e con ibu ed o he enjoymen o he child en (T ina e al., 2024).
I aligns wi h p e ious indings on si ua ional in e es in science educa ion, whe e
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lea ne au onomy and en i onmen al ac o s play key oles in engagemen (Sonia e
al., 2023). Conside ing ha he con en and o ma o he as onomy wo kshop we e
iden ical in bo h se ings, i is wo h u he examining how he lea ning
en i onmen i sel shapes child en’s expe iences.
No signi ican gende di e ences eme ged in unde s anding, enjoymen , o
epo ed lea ning. Howe e , mo e gi ls han boys exp essed a desi e o simila
school wo kshops. This suppo s p e ious esea ch indica ing ha STEAM
app oaches inco po a ing a is ic and s o y elling elemen s may be pa icula ly
e ec i e in engaging emale s uden s in STEM (Sanz-Cama e o e al., 2023).
Encou aging inclusi e, in e disciplina y app oaches in as onomy educa ion could
help add ess pe sis en gende dispa i ies in science pa icipa ion (Sanz-Cama e o
e al., 2023).
As shown by he quali a i e analysis o he 2 ques ions (lea ning, imp essions)
con en knowledge on As onomy and STEM eme ged as he s onges componen
in bo h cases, wi h less e e ences in he c ea i e, emo ional, and social aspec s. This
may indica e ha he child en pe cei ed he wo kshop p ima ily as an educa ional
expe ience a he han jus en e ainmen . Knowledge acquisi ion was emphasised
by he child en mo e han o he aspec s, in line wi h mo e adi ional pe spec i es
on lea ning. A he same ime, howe e , he quan i a i e indings showed ha 91.8%
o pa icipan s epo ed no lea ning some hing new, e en hough mo e han hal
exp essed a s ong in e es in lea ning mo e as onomy. Taken oge he , hese
esul s indica e ha while child en amed hei expe iences la gely in e ms o
as onomy knowledge, he wo kshop may ha e unc ioned less as a sou ce o new
knowledge and mo e as a ca alys o cu iosi y and u u e lea ning. This dual ole
highligh s he impo ance o add essing no only ac ual unde s anding bu also he
b oade p ocesses o science -lea ning how o be inquisi i e, how o obse e and ask
ques ions, how o ga he and analyse da a o each a conclusion (Cons an inou,
2018; U dani ia Ala cón e al., 2023). S eng hening his me acogni i e dimension
could enhance he impac o such wo kshops by os e ing bo h concep ual
unde s anding and inqui y-based scien i ic hinking.
The c ea i e dimension o he wo kshop also eme ged s ongly. P ac i ione
obse a ions no ed ha se e al child en chose o in en hei own cons ella ions in
S ep 2 and e en e u ned o his ac i i y a e S ep 5, sugges ing a pa icula
p e e ence o open-ended c ea i e asks. Child en’s open-ended esponses
ein o ced his, wi h many linking as onomy knowledge o c ea i e ac i i ies (e.g.,
ma shmallows, d awings). These indings sugges ha making p ocesses acili a ed
memo y e en ion (“we lea ned how o make cons ella ions”).
I was also in e es ing ha , pa icula ly in he ques ion on lea ning ou comes,
hey ecalled concep s linked o hei pe sonal con ex and en i onmen , such as
hei s a sign o li ing in Mal a (e.g., “My zodiac sign is di e en ,” “The e a e 44
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Ma shmallows, Fun, and Cons ella ions: A Mixed-Me hods E alua ion o … | Voulga i
cons ella ions in Mal a”). These indings sugges ha embedding cul u al and
pe sonal ele ance in o as onomy educa ion can s eng hen bo h concep ual
e en ion and engagemen .
Addi ionally, he s udy highligh s he impo ance o eache and acili a o
aining in STEAM educa ion. Inqui y-based and a -based lea ning app oaches,
while e ec i e, equi e p ac i ione s o de elop specialized pedagogical con en
knowledge. This aligns wi h he Con en Knowledge (CK) and he Pedagogical
Con en Knowledge (PCK) o he TPACK model discussing eache s’ necessa y
compe encies (Koehle & Mish a, 2009; Wille ma k, 2024). O he s a e also
de eloping STEAM amewo ks o o mal and non- o mal educa ion ha
inco po a e ini ial eache aining p og ammes o con inuous p o essional
de elopmen p og ammes o y and help eache s inco po a e hese app oaches
(Chappell e al., 2025). These compe ences, hough, may be challenging o eache s
un amilia wi h s uden -cen ed app oaches, who consequen ly ely on adi ional
eaching me hods, like di ec explana ions (Ampa zaki, Cha zoglidou, e al., 2024).
The complex and mul iple compe ences a non- o mal lea ning ac i i ies p ac i ione
needs o unning an e ec i e wo kshop ha e been epo ed o be one o he main
challenges (Ch is idou e al., 2022). This has implica ions o he p o essional
de elopmen aining o As onomy wo kshops p ac i ione s (Ampa zaki, Tassis,
e al., 2024): hey mus be ained no only in as onomy con en bu also in c ea i e
pedagogies ha blend science wi h a .
Finally, p ac i ione obse a ions no ed ha gua dians equen ly engaged
wi h hei child en’s cons ella ion-making, some imes ac i ely helping hem. This
indica es ha such ac i i ies can p omo e amily co-c ea ion and in e gene a ional
lea ning bu also aises ques ions abou he ole o pa en al media ion. P io
esea ch has shown ha pa en al explana ions may bo h suppo and cons ain
child en’s inqui y, depending on whe he hey s imula e o eplace child en’s own
ques ions (Joy e al., 2021). Fu u e esea ch should he e o e explo e how pa en al
in ol emen in non- o mal wo kshops shapes bo h enjoymen and lea ning
ou comes.
Mo ing o wa d, u he esea ch is needed o in es iga e he long- e m
impac s o STEAM-based as onomy wo kshops on s uden s’ science a i udes and
ca ee in e es s. Addi ionally, explo ing c oss-cul u al applica ions o simila
wo kshops could p o ide deepe insigh s in o how cul u al na a i es and local
adi ions enhance science educa ion. By e ining and expanding c ea i e
me hodologies in STEAM educa ion, we can cul i a e a new gene a ion o
scien i ically li e a e, c ea i ely and c i ically engaged lea ne s who see science as
an e ol ing, human-cen ed pu sui .
ACKNOWLEDGMENTS
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The s udy was conduc ed in he amewo k o he Road-STEAMe p ojec which has
ecei ed unding om he Eu opean Union’s Ho izon Eu ope esea ch and
inno a ion p og amme unde G an Ag eemen No. 101058405. Au ho s a e
g a e ul o he s uden s, eache s and educa ional p o essionals in ol ed in he
s udy, and o Phoebe Smi h o con ibu ing o he quali a i e da a analysis. The
s udy and da a collec ion we e app o ed by he Uni e si y o Mal a Resea ch E hics
Commi ee (Sep embe 2023, EDUC-2023-00754). W i en consen was asked by
he pa en s/gua dians and he child en who pa icipa ed. The anonymi y o he
pa icipan s was ensu ed as no pe sonal in o ma ion we e asked.
DISCLOSURE STATEMENT
The au ho s ha e no po en ial con lic o in e es .
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