Didactic Situation-Based Model for Using Student Traditional Handcraft Artefacts to Enhance Meaningful STEAM Education in Tanzania

Authors

  • Musa Saimon Department of STEM Education, Linz School of Education, Johannes Kepler University Altenberger Straße 69, 4040 Linz, Austria
  • Thierry (Noah) Dana-Picard Department of Mathematics, Jerusalem College of Technology Havaad Haleumi 21, Givat Mordechai 91160, Jerusalem, Israel
  • Fatma Ally Department of Business Administration, College of Business Education, Makole Street 2077, Dodoma, Tanzania
  • Zsolt Lavicza Department of STEM Education, Linz School of Education, Johannes Kepler University Altenberger Straße 69, 4040 Linz, Austria
  • Guillermo Bautista National Institute for Science and Mathematics Education Development, University of the Philippines & Quirino Avenue cor. Velasquez, University of the Philippines, Diliman, Quezon City 1101, Philippines

DOI:

https://doi.org/10.15503/jecs2025.3.891.903

Keywords:

STEAM education, mathematics education, Traditional Handcraft Artefact, culture

Abstract

Aim. The aim of the study was to propose a theoretical model for using students' traditional handicraft artefacts to enhance meaningful STEAM learning in Tanzania. This study was motivated by lessons we learned in our previous project in which we explored the potential of handicraft artefacts from Tanzania in facilitating STEAM learning and realised the need for the model to support teachers in using these materials in the classroom.

Methods. The proposed model is based on the reflection from the Theory of Didactic Situation (TDS) proposed by Brosseau in the 1970s.

Results. We have proposed the model with four phases and provided one illustration on how the model can be applied in the classroom. Our illustration from hypothetical lesson plan for Tanzania context shows various possibilities in which the model can enhance meaningful STEAM learning.

Conclusions. Despite the reported potential of the model, the use of hypothetical lesson plans makes the proposed model less reliable. Therefore, we will report the experience of applying the model classroom contexts of Tanzania in the next study. Furthermore, we call for research insights on applying the model in other relevant classroom contexts as a way to improve the model where necessary.

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Author Biographies

  • Musa Saimon, Department of STEM Education, Linz School of Education, Johannes Kepler University Altenberger Straße 69, 4040 Linz, Austria

    Musa Saimon is experienced in training student-teachers in using mobile technologies to promote learning and assessment for students’ development of 21st century competencies.  His research interest is in supporting teachers to adopt STEAM education approach for implementing Education for Sustainable Development (ESD) to enhance development of Sustainability competencies among learners. Currently, he is pursuing his PhD at the Johannes Kepler University in the School of Education focusing on supporting teachers to adopt STEAM education approach in integrating mathematics, arts, language and technology for implementing ESD.

  • Thierry (Noah) Dana-Picard, Department of Mathematics, Jerusalem College of Technology Havaad Haleumi 21, Givat Mordechai 91160, Jerusalem, Israel

    Thierry (Noah) Dana-Picard has been involved for more than 30 years in teacher training. He has served as the Head of the Mathematics Department in Teacher Training Colleges. Later, he chaired the department of mathematics of the Jerusalem College of Technology (JCT), an academic institution training engineers in high tech. Since 2013, he has been the President Emeritus of JCT, and Director of a research chair. He has (co)-authored numerous research papers and book chapters. His research is devoted to Mathematics and Mathematics Education in a technology rich environment. He is a double PhD, and is a member of conferences’ committees, professional committees and editorial boards of research journals.

  • Fatma Ally, Department of Business Administration, College of Business Education, Makole Street 2077, Dodoma, Tanzania

    Fatma Ally is a PhD student in Finance at Southwestern University of Finance and Economics. Her research focuses on financial literacy, personal finance, and education, aiming to understand the role of financial knowledge in shaping individual financial behaviors. Fatma is dedicated to exploring approaches to enhance better financial decision-making and enhances educational frameworks in finance.

  • Zsolt Lavicza, Department of STEM Education, Linz School of Education, Johannes Kepler University Altenberger Straße 69, 4040 Linz, Austria

    Zsolt Lavicza has worked on several research projects examining technology and mathematics teaching in classroom environments in Michigan and Cambridge. In addition, he has greatly contributed to the development of the GeoGebra community and participated in developing research projects on GeoGebra and related technologies worldwide. Currently, he is a Professor in STEM Education Research Methods at Johannes Kepler University’s Linz School of Education. From JKU, he is working on numerous research projects worldwide related to technology integration into schools; leading the doctoral program in STEM education; teaching educational research methods worldwide; and coordinates research projects within the International GeoGebra Institute.

  • Guillermo Bautista, National Institute for Science and Mathematics Education Development, University of the Philippines & Quirino Avenue cor. Velasquez, University of the Philippines, Diliman, Quezon City 1101, Philippines

    Guillermo P. Bautista Jr., is a Mathematics Education Specialist at the University of the Philippines National Institute for Science and Mathematics Education Development (UP NISMED). He has two decades of experience in using GeoGebra and training teachers and students on the use of GeoGebra in teaching and learning mathematics. In 2012, he was the first GeoGebra trainer to be awarded the title GeoGebra Ambassador by the International GeoGebra Institute.  Mr. Bautista is currently taking Ph.D. in STEAM Didactics at Johannes Kepler University (JKU) in Linz, Austria. While doing his Ph.D. he is working as a GeoGebra Expert at JKU and various European projects.  The focus of his research is on using GeoGebra in integrating art, technology and mathematics.

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Published

2025-09-23

Issue

Section

LOCAL CULTURES AND SOCIETIES

How to Cite

Saimon, M. ., Dana-Picard, T. (Noah), Ally, F., Lavicza, Z. ., & Bautista, G. . (2025). Didactic Situation-Based Model for Using Student Traditional Handcraft Artefacts to Enhance Meaningful STEAM Education in Tanzania. Journal of Education Culture and Society, 16(2), 891-903. https://doi.org/10.15503/jecs2025.3.891.903