STEAM Project-Based Learning Approach to Enhance Teaching-Learning Process in the Topic of Pascal’s Principle

With the advancements in information and communications technologies, new teaching approaches arise. In this context, project-based learning (PBL) and science, technology, engineering, the arts, and mathematics model (STEAM) emerge as the most popular in the education field, attributed to their efficacy on students’ learning capacity. This article contributes with a new teaching–learning approach that combines the STEAM model and PBL (called STEAM-PBL) to address the student’s difficulties that may present in the topic of Pascal’s principle. The proposed approach is validated following an experimental design considering control and experimental groups. The metrics used to measure academic performance are the Dellwo index, while the Rasch model is used to quantify the effectiveness of the evaluation instrument. In addition, the proposed approach’s acceptance is quantified through Cronbach’s Alpha factor. The results reveal that STEAM-PBL has the potential to enhance the teaching–learning process while keeping the student motivated during the lectures.