CONDUCTING EXPERIMENTS WITH LIVING AND NON-LIVING NATURE AS A STEAM EDUCATION MODULE

Abstract

This article examines the pedagogical potential of conducting experiments with living and non-living nature as an integrated STEAM education module. The study highlights the role of experimental activities in fostering interdisciplinary learning by combining scientific inquiry, technological application, engineering design, mathematical analysis, and creative expression. Particular attention is given to the educational value of hands-on and inquiry-based experiments in developing students’ critical thinking, problem-solving skills, and scientific literacy. The paper emphasizes that integrating biotic and abiotic experiments within a STEAM framework enhances learners’ understanding of natural systems, promotes active engagement, and supports the formation of environmental awareness and ethical responsibility. The findings confirm that STEAM-oriented experimental learning contributes significantly to the development of 21st-century competencies and prepares students for future scientific and technological challenges.