Transformative STEAM Learning in Thermochemistry: Exploring Students' Green mindset and Sustainability awareness
DOI:
https://doi.org/10.66249/edukatalis.v1i2.65Keywords:
green mindset, STEAM education, transformative learning, sustainability awareness, thermochemistryAbstract
This study aims to explore students’ green mindset and sustainability awareness through the implementation of Transformative STEAM Learning in thermochemistry instruction. This study employed an exploratory qualitative approach involving 15 students. Data were collected through classroom observations, semi-structured interviews, students’ written reflections, and learning activity documentation. The learning process integrated the components of Science, Technology, Engineering, Arts, and Mathematics through contextual projects linking thermochemical concepts with sustainable energy and everyday phenomena. The findings indicate that Transformative STEAM Learning enhanced students’ engagement, critical thinking skills, and environmental awareness. Students were able to relate energy changes and thermochemical reactions to energy use, emissions, resource management, and environmentally friendly practices. In addition, they demonstrated a deeper understanding of the importance of sustainable energy in addressing global environmental challenges. In conclusion, Transformative STEAM Learning has the potential to serve as an innovative strategy in chemistry education, particularly in thermochemistry, because it supports scientific conceptual understanding while fostering students’ green mindset and sustainability awareness.
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