Music as STE(A)M: Impact on Attitudes Towards Science in Primary Education
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Abstract
Introduction: Current educational policy has incorporated Computational Thinking into compulsory education, promoting the STE(A)M approach (Science, Technology, Engineering, Arts, and Mathematics). Within this framework, music—as an artistic expression—has gained particular relevance. This study examines the integration of the arts, especially music, into STE(A)M and its relationship with students’ attitudes towards science in primary education. Method: A literature review was conducted using the SCOPUS database (N = 100), focusing on the interrelationship between music, the arts, and STE(A)M disciplines. In parallel, a quasi-experimental study was carried out with primary school students (N = 226), employing the SSAQ questionnaire to measure their attitudes towards science before and after participating in music-based computational activities. Results: The review highlighted a growing interest in music within the STE(A)M framework, particularly concerning gender and future employability. The empirical study revealed significant improvements in students’ attitudes towards science following the intervention, alongside progress in gender equity. Discussion – Conclusions: Integrating music into the STE(A)M context fosters positive and equitable scientific attitudes among pupils, underlining the pedagogical value of the arts in promoting inclusion and enhancing future employability.
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