Helena Thuneberg|Hannu Salmi|Franz X. Bogner
How creativity, autonomy and visual reasoning contribute to cognitive learning in a STEAM hands-on inquiry-based math module
University of Helsinki|University of Helsinki|University of Bayreuth
informal mathematical module integrating arts modifying stem steam following inquirybased learning approach applied sample 392 students aged 1213 years three lesson module dealt mathematical phenomena providing participants commercially available handson construction kit aiming advance steam education pupils built original personal individual geometrical structures using plastic pipes allowing high levels creativity well autonomy tutors supervised construction process intervened demand preposttest design monitored cognitive knowledge variables relative autonomy visual reasoning formal operations well creativity informal intervention produced newly acquired cognitive knowledge process shown supported broad basis soft factors described path analysis elaborated role creativity measured two subscale act flow cognitive learning postknowledge flow shown lead preknowledge scores significantly influenced creativity subscales act flow however relative autonomy visual reasoning formal operations contributed consequence cognitive learning within steam modules shown dependent external triggers conclusions appropriate educational settings foster steam environments discussed