STEAM integrated learning pursuing a community of inquiry in science classrooms: development of an evaluation rubric and program

The aim of this study was to assist science teachers in engaging their students through inquiry-based learning. To achieve this, a program evaluation rubric for teachers and researchers was developed based on the theoretical framework of a Community of Inquiry using Science, Technology, Engineering, Arts, and Mathematics (STEAM) education. After validating the rubric, four programs were evaluated, including three existing STEAM programs and one STEM program. The literature review during rubric development revealed that collaboration and curiosity are crucial factors in enriching students' learning and engaging them in inquiry-based learning. However, the STEM program was found to be lacking these factors, and one of the three STEAM programs minimized collaboration. Using the results of the program evaluations, a new program was developed that effectively engages students in inquiry-based learning. This newly developed program, along with the evaluation rubric, will serve as a valuable tool for science teachers in selecting teaching programs for their classroom and in developing their own programs to help students maintain their curiosity and engagement in inquiry-based learning.