A Journey from STEM to STEAM: A Middle School Case Study

Hunter-Doniger, Tracey; Sydow, Lindsey

doi:10.1080/00098655.2016.1170461

Cited by 23 publications

(16 citation statements)

References 8 publications

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“…As researchers, we see Eisner's (1999) statements as showing what art (the arts) can contribute to learning, for example, by examining subjects and artefacts without any predetermined ideas about what kind of knowledge will be acquired and where it might lead. This is also supported by scholars like Bahrum, Wahid, and Ibrahim (2017) and Hunter-Doniger and Sydow (2016). Learning is thus not taken for granted but can be a result of the many different activities in the preschool, in the sense that 'children's learning may take different path-ways' (Neaum 2020, 11).…”

Section: Stem and Steam In Educationmentioning

confidence: 88%

“…Bahrum, Wahid, and Ibrahim (2017, 645) stress that 'art has the ability to open up new ways of seeing, thinking and learning'. Working with the arts involves creativity, which is a central aspect of knowledge development (Hunter-Doniger and Sydow 2016). In educational research, art can contribute to aspects of knowledge development around the 'not-known' and the 'suddenly possible' (Atkinson 2015(Atkinson , 43, 2018, both of which contribute to creativity.…”

Section: Stem and Steam In Educationmentioning

confidence: 99%

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What is the capacity of A in the contexts of STEM?

Magnusson

Bäckman

2021

Early Years

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This article is based on a meta-approach to the results of two separate studies and concerns the areas of STEM (science, technology, engineering, mathematics) and STEAM (science, technology, engineering, arts, mathematics) in early childhood education. One of the studies focuses on how preschool teachers understand STEM and how it is taught in the preschool. The other concerns children's perspectives and strategies in their use of digital technology as part of the preschool's arts activities. Methodologically, the researchers have developed the idea of reading one study through the other using a meta-approach design. The results from this analytical approach show how different aspects of children's agency in play and aesthetic activity in the art room (i.e. atelier) can develop and inspire the teachers' pedagogical content knowledge in the subjects of mathematics and science. The results of following children and their processes and actions in the atelier can also influence teachers' knowledge and didactic choices in selecting teaching content and strategies. The findings are considered useful for educators and researchers in the field of early childhood education.

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Section: Stem and Steam In Educationmentioning

confidence: 88%

Section: Stem and Steam In Educationmentioning

confidence: 99%

What is the capacity of A in the contexts of STEM?

Magnusson

Bäckman

2021

Early Years

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“…Educators were mostly unprepared for the change and unfamiliar with knowledge beyond their disciplines. Schools in general lacked the fund and resources needed to carry out the courses [29,31]. Hence, informal training outside of school emerged as a supplement to the transition.…”

Section: Informal Training As Supplement To Steammentioning

confidence: 99%

From STEAM to CHEER: A Case Study of Design Education Development in Taiwan

2021

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The purpose of this study is to provide other developing countries in the region a reference on the successful design education reformation in Taiwan. The study first reviews Taiwan’s economic and design development to show their interconnection with local culture and the global market. Next, the study explores Taiwan’s design education development which transforms from adopting STEM (science, technology, engineering, mathematics) to STEAM (science, technology, engineering, art, mathematics) in secondary school, and understands how it overcomes challenges by the help of both public and private sectors. Last, a conceptual framework is proposed to present and study Taiwan’s design education development. The result from case studies validates that STEAM can reach SAD (science, arts, and design) in higher education and CHEER (collaboration, humanity, empathy, ecology, and renaissance) in design practice. Therefore, the result and implications provided by this study can serve as a reference for other countries in the region who share similar cultural and socioeconomic development and future goals as Taiwan.

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“…Creative thinking makes students a better problem-solvers, especially in complex and transdisciplinary problems by challenging their curiosity and imagination with the capabilities of intelligence machines and knowledge in STEM. Creativity in the STEM field plays an important role to drive innovation and breakthroughs of the future (Hunter-Doniger & Sydow, 2016;Li, et al, 2019). STEM education aims to produce creative problem solver that is able to apply fundamental STEM knowledge across disciplines.…”

Section: Creativitymentioning

confidence: 99%

Computational Thinking in STEM Education among Matriculation Science Students

Law

Karpudewan

Zaharudin

2021

APJEE

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In the advent of the rapid technological advancement of The Fourth Industrial Revolution (4IR), computational thinking is recognised as an essential skill in the 21st century across all disciplines, especially in STEM, as it trains students to have the cognitive flexibility to deal with complex problem-solving. Computational thinking (CT) is naturally embedded in STEM practices in the reflection of creativity, algorithmic thinking, critical thinking, problem solving and cooperation skills. This study aimed to measure the level of computational thinking in science matriculation students and examine the effect of gender and academic achievement in STEM on CT. The convenient sampling strategy was used to identify one matriculation college in the northern region of Malaysia to participate in the study. (CTS) instrument was employed on 153 science students. Descriptive analysis was used to evaluate the level of CT. One-way multivariate analysis of variance (MANOVA) was performed to analyse the main effect of academic achievement in STEM on CT, followed by univariate analysis of variance (ANOVA) to determine the effect on each of the dimensions of CT. The result indicates that students have a medium high level of CT with an overall mean of 3.51. In addition, the findings showed that there was a statistically significant effect of academic achievement in STEM on CT. The mean score for academic achievement revealed that good students scored the highest, followed by average students and weak students in all dimensions of CT except for cooperation. This study will provide insight into the impact of STEM learning outcomes on the development of CT to inform instructional design.

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A Journey from STEM to STEAM: A Middle School Case Study

Cited by 23 publications

References 8 publications

What is the capacity of A in the contexts of STEM?

What is the capacity of A in the contexts of STEM?

From STEAM to CHEER: A Case Study of Design Education Development in Taiwan

Computational Thinking in STEM Education among Matriculation Science Students

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