The role of songs and poems in STEM instruction

This study uses selected poems and songs to demonstrate how art can help learners notice, understand, value, and become interested in Science, Technology, Engineering, and Mathematics (STEM) subjects. The focus is to use functionalism and multiple intelligence theories to examine how integrating songs and poems into STEM teaching can facilitate learning, nurture creativity, and improve student engagement with STEM subjects. Using a qualitative research design, the study purposively selected songs and poems by a Cameroonian poet and some musicians that convey STEM concepts and scientific thinking. It drew mainly from Ekpe Inyang’s anthology Taste of Nature and from a STEM-themed song by Bobe Yerima Afoakom, Our Environment/Njang Manjong, and Ben Pol, Mr Leo, Khendy Key, and Elijah Tembo in African songs for nature, accessed via YouTube. The data were analysed through content analysis, focusing on the linguistic and thematic features of the texts to identify how they communicate STEM ideas and foster skills such as critical thinking and understanding. This study reveals the value of literary and artistic expressions in enriching STEM learning experiences. It reveals that the selected songs and poems serve as effective instructional tools, appealing to diverse intelligence types, particularly the musical and linguistic, thereby embedding complex STEM concepts in memorable, accessible formats. The findings demonstrate that incorporating songs and poems in STEM curricula can significantly enhance students’ understanding of STEM content, build foundational STEM skills, and promote a more inclusive and engaging learning environment. This interdisciplinary approach underscores the importance of blending arts and sciences to inspire innovation and lifelong interest in STEM fields.

Keywords: Songs and Poems, STEM education, STEM awareness, STEM skills, Functionalism, Multiple Intelligences Theory.