5<sup>th</sup> - 7<sup>th</sup> Grade Girls’ Conceptions of Creativity: Implications for STEAM Education

Abstract

Creativity is at the heart of both art and science, yet art is commonly viewed as more creative than science. A STEAM (science, technology, engineering, art, and math) approach to education has the potential to increase understandings about creative practices and dispositions that are common to both fields. In this paper, we examine how 5 th -7 th grade girls attending a summer STEAM academy viewed creativity in both art and science. We draw on existing concepts of creativity, with a focus on the 4P framework (person, press, process, product) (Rhodes, 1961), to frame and explain similarities and differences in the girls' notions of creativity. We found a number of similarities in views about creativity in art and science, as well as some important differences: Girls view creativity as it relates to art as associated with the person, while they more often view creativity as it relates to science as associated with specific practices or processes. Further, the girls viewed art, and creativity in art, as essentially an unstructured enterprise with no rules. We discuss the implications for STEAM instruction that can help support the development of authentic views of creativity in art and science, which in turn may foster interest and engagement with both fields.

The Applicability of (STEAM) in Pre-university Education from the Perspective of Science and Mathematics Teachers at Najran

“…Table (2) shows that there is a difference in the means scores of the science and mathematics teachers' perceptions toward (STEAM) in light of specialization. To reveal the significance of the differences One-Way-ANOVA was calculated as seen in Table (3). Table (3) shows that there are statistically significant differences at (α = 0.05) in mathematics and science teachers' beliefs toward (STEAM) in light of specialization on the domain of (STEAM) employment methods in pre-university education, while there were no statistically significant differences in self-efficacy toward STEAM domain.…”

“…To reveal the significance of the differences One-Way-ANOVA was calculated as seen in Table (3). Table (3) shows that there are statistically significant differences at (α = 0.05) in mathematics and science teachers' beliefs toward (STEAM) in light of specialization on the domain of (STEAM) employment methods in pre-university education, while there were no statistically significant differences in self-efficacy toward STEAM domain. To define the significance differences, Post-Hoc comparisons and Per-Wise using Scheff'e Test was calculated as seen in Table (4).…”

“…Teaching students through (STEAM) education encourages them to connect (STEAM) fields and the artistic disciplines. It also helps improve their creativity related to science by highlighting its interference with Arts [3]. In addition, STEAM education is considered effective in enhancing the achievement of scientific and physical concepts among students compared to their colleagues who study using traditional methods [4] (STEAM) education also has a key role in improving the functional geometric awareness among elementary school students and its positive impact on their attitudes toward engineering, technology, and future career choices [5].…”

“…(STEAM) education contributes to enhancing learners' level of thinking competence providing them with a sense of conscious control over their thinking allowing them to practice planning, monitor, organize, deduce, and rebuilding as they perform a task or complete specific projects or plans [6]. Moreover, [3] asserts that (STEAM) education opens up aspects of creative thinking to students more than ordinary education; Whereas the learner begins with noticing phenomena, re-imagining them visually and mentally, and then transforming these ideas into algorithms expressed digitally to be used later in building important tools and devices, starting from home appliances to space applications. This trend also encourages learners to create solutions and invent devices to overcome and solve certain problems, enhance their communication skills, achieving a more realistic thinking about life's problems, and effectively engage in teamwork.…”

The STEAM vs STEM Educational Approach: The Significance of the Application of the Arts in Science Teaching for Learners' Attitudes Change

“…Having an understanding that creativity can exist in science supports the perception that science can be taught in multiple ways, including the application of the arts. This will enable learners to see the overlap in practices between art and science (Tsurusaki et al, 2017). For instance, learners need creativity and imagination to form mental images of entities such as electrons or atoms, invisible to the naked eye (Turkka et al, 2017).…”