Visual representation and evidential reasoning in STEAM-A learning: A documentary study of an elementary water-filtration project
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Abstract
Classroom photographs and artifacts document educational activity but only partially reveal its meaning, authorship, and continuity. This study investigates visual representation and evidentiary ethics in an Indonesian elementary water-filtration project using STEAM-A, integrating science, technology, engineering, arts, mathematics, and animation. An Evidence-Provenance and Claim-Calibration Protocol was applied to three documents containing 11 visual units: nine classroom photographs and two photographed worksheets. Documentary reconstruction examined relationships among sketches, prototypes, written records, and presentations. The archive supported an eight-phase instructional sequence but neither continuous observation nor individual learning outcomes. Engineering appeared in five visual units, science and material technology in four each, and arts and mathematics in two each. These frequencies indicate archival visibility rather than disciplinary importance. No retained evidence verified learner-created animation or digital activity. Analysis traced transitions from prospective sketches to material demonstrations, documentary inscription, and public display without assigning undocumented intentions to pupils. Of seven candidate claims, two were directly supported, one qualified, and four insufficiently evidenced. The study contributes a provenance-sensitive framework for interpreting incomplete classroom archives and calibrating educational claims. It connects interdisciplinary pedagogy with questions of representation, documentary authority, and interpretive responsibility while preserving uncertainty regarding cognition, character development, and digital competence.
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