Digital culture in environmental education: exploring the STEAM methodology according to Gagné and Papert

Abstract

With the support of Gagné and Papert's learning theories, Active Methodologies and the STEAM approach, this research sought to raise awareness among young students about the importance of reusing and correctly disposing of common and electronic waste. Following Gagné's learning hierarchy and Papert's constructionist theory, the students built an electrical maze, using electronic components and repurposed materials. The activity was developed with 11 students from the 6th to the 9th year of Elementary School in two meetings, after school, lasting 4 hours. Participants responded to two questionnaires, before and after the activity, which made it possible to verify the learning gain in the process. Thus, through practical exploration and knowledge construction in a real and meaningful context, we develop problem-solving skills and creativity in students. The results showed that this combination of pedagogical approaches was effective in raising students' awareness of the importance of sustainability. Furthermore, the STEAM curriculum sparked students' interest in creating new technologies, paving the way for innovative solutions that contribute to reducing the impacts of electronic and common waste on the environment.