سارا بنی عامریان

This research aimed to design and validate a problem-based learning model based on STEAM and assess its impact on the learning and social presence of gifted elementary school students in the second grade. Accordingly, the overall research goal was divided into five specific objectives: identifying and defining the components of problem-based learning based on STEAM, designing the learning model, internal validation of the proposed model, and determining the impact of the proposed model on learning and social presence. To achieve the research objectives, a mixed-methods approach of sequential exploratory design was used for the qualitative section, while a quasi-experimental design with pre-test and post-test was applied for the quantitative section. For the qualitative data analysis, inductive content analysis was employed, including key sentences, text coding, sub-components, and components. After identifying the components and establishing the structure and relationships between them, the learning model framework was defined and presented conceptually and procedurally to answer the second research question. The learning model consists of ۹ main components and ۵۰ sub-components. Subsequently, for answering the third research question, internal validation of the model was conducted through a survey of ۳۴ experts, and necessary revisions were made based on their feedback. The educational content, based on the designed model, was developed on the GRASP platform and was implemented for quantitative analysis in the target community. The quantitative sampling was done in Karaj during the ۲۰۲۳-۲۰۲۴ school year, and ۳۰ second-grade elementary students were randomly assigned to two groups: an experimental group (face to face and GRAASP) and a control group (face to face and Shad). To collect quantitative data, researcher-made learning questionnaires and a standardized social presence questionnaire were used, with validity indices of ۰.۸۹, ۰.۸۳, and Cronbach's alpha reliability coefficients of ۰.۸۲ and ۰.۸۲, respectively. Internal validation of the problem-based learning model based on STEAM showed that the t-test results for all questions were positive and significant. Therefore, this mean difference is significant, and with ۹۵% confidence, it can be concluded that the designed model has internal validity. For the quantitative data analysis, ANCOVA was used to examine the differences in learning and social presence scores between the experimental and control groups. The results of the multivariate analysis of covariance revealed that after exposure to the STEAM-based problem-solving learning package, the learning and social presence of gifted students significantly increased (p < ۰.۰۰۱), and the experimental group showed significant improvement in learning and social presence compared to the control group. Therefore, both research hypotheses were confirmed. Based on the results, it can be concluded that the STEAM-based problem-solving learning model is effective in enhancing the learning and social presence of gifted second-grade elementary students.