Constructing knowledge in STEAM Education through a DNA-Centered approach

Constructing knowledge in STEAM Education through a DNA-Centered approach

Vuyokazi Momoti

Issue: Vol. 7 No. 7 2026 Article 8 pp. 799 – 809
DOI : https://doi.org/10.38159/jelt.2026778 Published online 21st September 2026.

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ABSTRACT

Persistent misconceptions in genetics hinder conceptual understanding and interdisciplinary integration. Within a STEAM (Science, Technology, Engineering, Arts, and Mathematics) framework, visual metaphors such as the DNA double helix provide opportunities to merge scientific accuracy with creativity, thereby fostering scientific literacy and interdisciplinary thinking. This study investigates the pedagogical use of DNA as a visual metaphor in genetics education, informed by Constructivist Learning Theory and Dual Coding Theory, to enhance conceptual understanding, creativity, and collaborative learning among first‑year Zoology students. A qualitative exploratory design engaged 140 students in 12 interdisciplinary groups over three months. Learners produced metaphorical representations of DNA, evaluated against criteria of scientific accuracy, creativity, integration, and reflection. The data comprised project artefacts and student reflections, analysed thematically to identify collaboration patterns, conceptual engagement, and precision. Most groups demonstrated effective collaboration and shared responsibility, producing models that integrated biological, artistic, and mathematical concepts. Reflections ranged from surface‑level observations to deeper conceptual interpretations. While some inaccuracies were noted (e.g., missing hydrogen bonds or phosphate groups), many projects reflected solid comprehension of DNA structure and function. Improving scientific accuracy in STEAM projects requires a strategic blend of pedagogical scaffolding, multimodal learning tools, expert guidance, and reflective practices. Grounded in Vygotsky’s Constructivist Theory and supported by Dual Coding Theory, this approach emphasises guided learning within the Zone of Proximal Development and integration of verbal and visual representations. This study contributes to scholarship by demonstrating how visual metaphors function as cognitive scaffolds in genetics education, advancing interdisciplinary pedagogy and enriching science education research.

Keywords: Visual Metaphors, DNA Structure, STEAM Education, Constructivist Learning, Interdisciplinary Integration.

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AUTHOR(S)

Vuyokazi Momoti is a Life Sciences Lecturer at Walter Sisulu University, South Africa. She is an emerging scholar with developing expertise in Life Sciences education and environmental health, with a particular focus on curriculum development and inclusive pedagogy. Her academic journey includes pursuing a Doctor of Education (Ed.D.), where her research emphasizes equity-driven pedagogy, curriculum alignment, and methodological rigor in Life Sciences Education. She is an active member of the Southern African Association for Research in Mathematics, Science and Technology Education (SAARMSTE), engaging with scholarly communities dedicated to advancing science education research across the region.

TO CITE ARTICLE

Momoti, Vuyokazi. “Constructing Knowledge in STEAM Education Through a DNA-Centered Approach.” Journal of Education and Learning Technology 7, no.7 (2026): 799 – 809. https://doi.org/10.38159/jelt.2026778