Creativity in Authentic STEAM Education with EarSketch

Engelman, Shelly; Magerko, Brian; McKlin, Tom; Miller, Morgan; Edwards, Doug; Freeman, Jason

doi:10.1145/3017680.3017763

Cited by 48 publications

(39 citation statements)

References 15 publications

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“…The EarSketch team modified its original theory of change [10] [19], which only included student-level variables, to account for classroom-level variables (self-efficacy, classroom implementation, and teacher CS content knowledge prior to entering the program). A theory of change is a tool that illustrates how and why a desired change occurs [1].…”

Section: Theory Of Changementioning

confidence: 99%

“…The EarSketch student survey measures students' perceptions of the learning environment (whether they perceive it to be authentic to making music and to computing) along with attitudes (confidence, enjoyment, importance, motivation, identity, intent to persist, and personal creativity). See Engelman et al [10] and McKlin et al [19] for more on the student survey, particularly authenticity and personal creativity. The student survey contains subscales from the Computer Science Attitude Survey (CSAS) [28] and the Computer Attitude Questionnaire (CAQ) [18].…”

Section: Learning Environment and Student Attitudesmentioning

confidence: 99%

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Implementing EarSketch

McKlin¹,

Wanzer²,

Lee³

et al. 2019

Proceedings of the 50th ACM Technical Symposium on Computer Science Education

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The expansion of computer science into more classrooms invites researchers and evaluators to shift their focus from predominantly measuring student-level factors to measuring both student-and classroom-level variables. Research presented in this article uses multi-level modeling to study student-level factors within the larger context of classroom-level factors. Specifically, we analyze EarSketch, a collaborative and authentic learning tool, that introduces students to programming through music remixing, has previously been shown to increase student engagement, and increases learners' intentions to persist in computing. This article presents classroom implementation frameworks commonly used in math and science education but rarely, if ever, applied to computer science. The results from a multi-level modeling analysis show that classroom implementation correlates with students' intentions to persist in computing but may not be related to student attitudes toward computing or content knowledge acquisition. Further analysis reveals that one of the five classroom implementation factors, elaboration, emerges as the most salient. This article triangulates these results with qualitative findings from school administrators and teachers, and the article concludes by theorizing how classroom implementation frameworks may be adapted to meet the unique needs of computer science teachers, learners, researchers, evaluators, and curriculum developers.

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Section: Theory Of Changementioning

confidence: 99%

Section: Learning Environment and Student Attitudesmentioning

confidence: 99%

Implementing EarSketch

McKlin¹,

Wanzer²,

Lee³

et al. 2019

Proceedings of the 50th ACM Technical Symposium on Computer Science Education

Self Cite

View full text Add to dashboard Cite

show abstract

“…Research studies on the application of STEAM have been carried out by many experts, such as the implementation of STEAM to increase student creativity (Christensen & Knezek, 2015;Engelman et al, 2017;Harris & de Bruin, 2018;Kennedy, Lee, & Fontecchio, 2016;Li, Li, Mo, & Li, 2018), the STEAM approach to improve mastery of concepts (Liliawati et al, 2017), the implementation of STEAM at the secondary school level (Harris & de Bruin, 2018;Liu, Ludu, & Holton, 2015;Reinhold, Holzberger, & Seidel, 2018), and the implementation of STEAM at the elementary school level (Jamil, Linder, & Stegelin, 2018;Lindeman, Jabot, & Berkley, 2013).…”

mentioning

confidence: 99%

Exploring Elementary Teachers', Students' Beliefs and Readiness toward STEAM Education

Kartini

Widodo

2020

msd

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21st century demands education to promote students with STEAM competencies. Most researches on STEAM are mainly focused on students’ learning outcomes on STEAM, but only few address non-cognitive aspects. It is necessary to examine elementary teachers and students’ beliefs and readiness towards STEAM learning. The purpose of this research is to explore teachers’ and students’ beliefs and readiness towards STEAM learning. The survey-designed method was used in this research. A total of 34 elementary school teachers and 36 elementary school students in the city of Bandung participated in this research. The samples were selected using a random sampling technique. Questionnaires were used to collect research data. The results obtained from this research show that students and teachers have positive perceptions in career and benefit of STEAM learning. Students are actually interested in STEAM learning, but the competencies and factors that support and stimulate STEAM learning in schools are still low. The teacher has low competencies to implement STEAM learning. This is due to the lack of knowledge and understanding of teachers about STEAM. This research is expected to contribute to the novelty of teachers’ readiness and beliefs in STEAM education in the city of Bandung

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“…In pilot studies, EarSketch has shown promise in facilitating learning of computational principles and improving engagement for student populations traditionally underrepresented in the field (and especially for women) 20 . As EarSketch is scaled up, these claims are under continual validation; researchers are comparing EarSketch classrooms with comparison classrooms (CSP classrooms using other programming tools) to test for statistical differences in content knowledge growth as well as CS engagement, including intention to persist and belonging in computing 21 .…”

Section: Earsketchmentioning

confidence: 99%

“…First, the model represents a visual encapsulation of qualitative observations and experiences shared among the research team. Second, the model provides a contrasting view of the more typical linear theories of change posited by education research 21 . It attempts to shed light on the complexity of schools and school systems and the important role that they play in the successful implementation and sustainability of an educational intervention and provides realistic limitations on the effects that an intervention might have.…”

Section: Broader Implications For Stem and Steammentioning

confidence: 99%

STEAM-Based Interventions in Computer Science: Understanding Feedback Loops in the Classroom

Moore¹,

Helms²,

Freeman³

2017 ASEE Annual Conference &Amp; Exposition Proceedings

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In this paper, we present the causal loop diagrams developed to explain the relationships between the actors and attributes involved in implementing EarSketch in a particular school setting. The diagram allows us to better make decisions that ensure both an engaging but also effective STEAM-based computing curriculum. In addition, possible broader ramifications of the results will be explored. The authors expect that virtuous and vicious cycles may be common in other STEAM and technology-based curricular interventions designed to be highly engaging for students. The authors also see potential parallels to engineering curriculum-is time spent 'tinkering' leading to student learning of engineering processes? The hope is that awareness of the possible challenges, as evidenced by the feedback loops, will help other interventions implement successfully.

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Creativity in Authentic STEAM Education with EarSketch

Cited by 48 publications

References 15 publications

Implementing EarSketch

Implementing EarSketch

Exploring Elementary Teachers', Students' Beliefs and Readiness toward STEAM Education

STEAM-Based Interventions in Computer Science: Understanding Feedback Loops in the Classroom

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