Benefits of a STEAM Collaboration in Newark, New Jersey: Volcano Simulation Through a Glass-Making Experience

Gates, Alexander E.

doi:10.5408/16-188.1

Cited by 21 publications

(9 citation statements)

References 21 publications

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“…STEAM sebagai multidisipliner mencakup kolaborasi di antara dua atau lebih disiplin ilmu tetapi tidak digabungkan (Payton et al, 2017). Terakhir, STEAM lintas-disiplin berfokus pada pengamatan satu disiplin ilmu melalui perspektif ilmu yang lain, misalnya: fisika musik (Gates, 2017).…”

Section: Pendahuluanunclassified

Konstruksi Model Pembelajaran STEAM (Science, Technology, Engineering, Arts, and Mathematics) dengan Pendekatan Design Thinking pada Materi Energi Terbarukan

Febriansari

Sarwanto²,

Yamtinah³

2022

JINoP

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Industrial revolution 4.0 accelerates the need for resources with contextual skills relevant to technological advances. Renewable energy is one of the global issues that need to be followed up into one of the concerns in education. The STEAM (Science, Technology, Engineering, Arts, and Mathematics) learning concept is seen as a learning innovation that accommodates the skills needed in the era of the industrial revolution 4.0. In addition, through the design thinking approach, students are facilitated to realize creativity or ideas in solving surrounding problems. This study aims to reconstruct the STEAM learning model with a combination of design thinking approaches to renewable energy learning materials. This research uses a descriptive qualitative approach to data sources from the literature. The analysis tool used is Miles and Huberman interactive model data analysis. The purpose of this research is to formulate a combined framework of the STEAM learning model and design thinking that can be applied to renewable energy learning materials.

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Section: Pendahuluanunclassified

Konstruksi Model Pembelajaran STEAM (Science, Technology, Engineering, Arts, and Mathematics) dengan Pendekatan Design Thinking pada Materi Energi Terbarukan

Febriansari

Sarwanto²,

Yamtinah³

2022

JINoP

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“…Integration between two or more disciplines is included in multidisciplinary STEAM, but they are not combined (Payton, White, & Mullins, 2017). Finally, cross-disciplinary STEAM education focuses on looking at one discipline through the eyes of another, such as music physics (Gates, 2017). Furthermore, the writers disagree as to whether STEAM completely incorporates the five discipline areas or only partly integrates two or three disciplines.…”

Section: Steam Educationmentioning

confidence: 99%

“…One example of a partially combined STEAM (technology and art) activity used melted glass (in an artist's glass studio) to educate students about the science of volcanoes. Because of the similar properties, hardening, and crystallizing processes, the glass was used as a metaphor for volcanic lava (Gates, 2017). This partially incorporated STEAM lesson merged glass making with geoscience, omitting the STEAM acronym's technology, engineering, and mathematic disciplines.…”

Section: Steam Educationmentioning

confidence: 99%

STEAM Education Using Design Thinking Process Through Virtual Communities of Practice (STEAM-DT-VCoPs)

Jantakun

Jantakoon

2021

JEI

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These objectives of the study are 1) to design STEAM education using Design Thinking Process through Virtual Communities of Practice (STEAM-DT-VCoPs), and 2) to evaluate the designed STEAM-DT-VCoPs. It divides the research procedures into two phases. The first phase is to design STEAM-DT-VCoPs, and the second phase is to evaluate the STEAM-DT-VCoPs. The sample group of this study comprises fourteen experts selected by purposive sampling. The arithmetic mean and standard deviation analyzed data. The research findings are: 1) The STEAM-DT-VCoPs comprise three steps are 1.1) the role of virtual communities of STEAM practice 1.2) Design Thinking Process through Virtual Communities of Practice, and 1.3) the various disciplines in STEAM education. 2) The experts agree that STEAM-DT-VCoPs is the highest level of appropriateness.

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“…For instance, in a course collaborating with a glass-making artist (Gates, 2017), students tried to understand the properties of volcanoes and lava through glasswork creation. Through visual and tactile experience, they could deeply understand the properties of molten glass with properties similar to those of lava.…”

Section: Introductionmentioning

confidence: 99%

“…They could understand the movement of the planets and the resulting changes of day and night using their bodies. These studies suggested that the STEAM program promotes learning in STEM courses and other important subjects and facilitates student intrinsic motivation (e.g., Gates, 2017;Graham & Brouillette, 2016;Inoa, Welsek, & Tabone, 2014;Perignat et al, 2019).…”

Section: Introductionmentioning

confidence: 99%

Exploring the Potential of Art Workshop: An Attempt to Foster People’s Creativity in an Online Environment

Shimizu

Yomogida

Wang

et al. 2021

Creativity. Theories – Research - Applications

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Recently, the importance of creativity in society has been clearly recognized. Furthermore, educational practices through art, such as the STEAM paradigm, are being implemented gradually. However, the framework of how creativity should be fostered through art has not been sufficiently discussed. Based on studies of artists’ creative expertise, this study proposed a framework for fostering creativity through art. In addition, we conducted a year-long art program based on this framework in an online environment and investigated its effects. As a framework, we proposed the importance of long-term support for the dynamic development of participants’ creativity. We mainly focused on the following four components: active interaction with objects and the environment through bodily action, active interaction with others and their works (inspiration), exploration in creative processes (exploration), and promotion of intrinsic motivation and decrease in creativity anxiety (motivation). After a total of eight workshops over a year, we observed improvements in the participants’ creativity anxiety, divergent thinking skills, images of art and creation, and openness to others. We discussed the effectiveness of the proposed framework and the advantages and limitations of using an online environment.

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Benefits of a STEAM Collaboration in Newark, New Jersey: Volcano Simulation Through a Glass-Making Experience

Cited by 21 publications

References 21 publications

Konstruksi Model Pembelajaran STEAM (Science, Technology, Engineering, Arts, and Mathematics) dengan Pendekatan Design Thinking pada Materi Energi Terbarukan

Konstruksi Model Pembelajaran STEAM (Science, Technology, Engineering, Arts, and Mathematics) dengan Pendekatan Design Thinking pada Materi Energi Terbarukan

STEAM Education Using Design Thinking Process Through Virtual Communities of Practice (STEAM-DT-VCoPs)

Exploring the Potential of Art Workshop: An Attempt to Foster People’s Creativity in an Online Environment

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