Building a Unified Understanding: Holistic Learning Through Integrated STEM and Historical Inquiry

Abstract

This dissertation measured the impact of the integration of STEM (Science, Technology, Engineering, and Math) and historical inquiry on 10 and 11 year old 5th grade charter school students. By using Q methodology, a mixed methodology research tool, this study examined three hypotheses. These include the outcomes of holistic learning, the effect of inquiry through historical empathy, and impact of the use of 3D-printed replicas of historic artifacts. The Q study measured changes through participant sorting or ranking of 33 self-referenced statements. Two sorts, once before the learning experience and one after, identified shifts in student perception through comparison of factor analyses of the sorts.

The holistic learning experience formed from a posed challenge, to construct a museum exhibit that contained science, history, and a researched first person narrative centered on a 3D-printed historical artifact from pre-colonial North America to the mid 19th Century. Scientific experimental design included elements of archaeology and historical inquiry. Using historical empathy as the inquiry tool, students wrote first person narratives based on historical periods, people, and objects, producing perspective recognition. Finally, the students exhibited the three elements of science, history, and historical narrative in a display. The results of the study indicated the majority of the students experienced greater perspective recognition of historical individuals and benefited from the holistic learning environment, confirming the impact of using 3D-printed historical artifacts as an effective learning tool.