Table of Contents Author Guidelines Submit a Manuscript
Education Research International
Volume 2017, Article ID 9132791, 13 pages
Research Article

Hands-On Math and Art Exhibition Promoting Science Attitudes and Educational Plans

1University of Helsinki, P.O. Box 9, 00014 Helsinki, Finland
2University of Jyväskylä, Jyväskylä, Finland

Correspondence should be addressed to Helena Thuneberg; if.iknisleh@grebenuht.aneleh

Received 24 March 2017; Revised 24 July 2017; Accepted 10 September 2017; Published 18 October 2017

Academic Editor: Seokhee Cho

Copyright © 2017 Helena Thuneberg et al. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.


The current science, technology, engineering, art, math education (STEAM) approach emphasizes integration of abstract science and mathematical ideas for concrete solutions by art. The main aim was to find out how experience of learning mathematics differed between the contexts of school and an informal Math and Art Exhibition. The study participants () were 12-13 years old from Finland. Several valid questionnaires and tests were applied (e.g., SRQ-A, RAVEN) in pre- and postdesign showing a good reliability. The results based on General Linear Modeling and Structural Equation Path Modeling underline the motivational effects. The experience of the effectiveness of hands-on learning at school and at the exhibition was not consistent across the subgroups. The lowest achieving group appreciated the exhibition alternative for math learning compared to learning math at school. The boys considered the exhibition to be more useful than the girls as it fostered their science and technology attitudes. However, for the girls, the attractiveness of the exhibition, the experienced situation motivation, was much more strongly connected to the attitudes on science and technology and the worthiness of mathematics. Interestingly, the pupils experienced that even this short informal learning intervention affected their science and technology attitudes and educational plans.