Dataset of Vietnamese preschool teachers' readiness towards implementing STEAM activities and projects

Bui, Thi-Lam; Tran, Thi-Tham; Nguyen, Thanh-Huong; Nguyen-Thi, Luyen; Tran, Viet-Nhi; Dang, Ut Phuong; Nguyen, Manh-Tuan; Hoang, Anh-Duc

doi:10.1016/j.dib.2022.108821

Cited by 8 publications

(6 citation statements)

References 10 publications

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“…Pemanfaatan STEAM dapat meningkatkan partisipasi, refleksi, dan profesional guru [18], [19]. Pembelajaran berbasis STEAM memiliki dampak signifikan dalam meningkatkan keterlibatan belajar, kognisi, kepercayaan diri, dan keterampilan berpikir inovatif anak-anak prasekolah [20].…”

Section: Pendahuluanunclassified

Menyemai kreativitas dan inovasi guru dalam merancang pembelajaran berbasis steam

Tarmini,

Safi'i,

Muljono

et al. 2024

bemas

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STEAM merupakan pendekatan pembelajaran yang mampu meningkatkan kompetensi siswa dalam berpikir kritis, kreatif dan inovatif. Namun demikian, belum semua guru memahami dan mampu mendeskripsikan prinsip dan langkah-langkah pembelajaran dengan Pendekatan STEAM. Kegiatan pengabdian kepada masyarakat ini bertujuan untuk meningkatkan kemampuan para guru dalam menyusun rencana pelaksanaan pembelajaran berbasis STEAM. Metode pelatihan yang digunakan melalui lokakarya yang mencakup dua hal, yaitu prinsip-prinsip dan langkah-langkah pembelajaran berbasis STEAM. Hasil pelatihan menunjukkan, bahwa terdapat peningkatan pemahaman guru dalam pembelajaran berbasis STEAM. Rata-rata pemahaman guru tentang prinsip-prinsip dan langkah-langkah pembelajaran berbasis STEAM sudah baik, yaitu sebesar 79,13 (baik). Rata-rata tingkat kepuasan dari para peserta pelatihan juga sangat tinggi, yaitu sebesar 82,35% (sangat puas). Para peserta merasa bahwa kegiatan pelatihan yang telah diikutinya sangat jelas dan memberikan kebermanfaatan untuk peningkatan kompetensi profesional guru

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Section: Pendahuluanunclassified

Menyemai kreativitas dan inovasi guru dalam merancang pembelajaran berbasis steam

Tarmini,

Safi'i,

Muljono

et al. 2024

bemas

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“…Predominantly, most empirical studies have been centered in the USA (Li et al, 2022) and other European nations, including Sweden, New Zealand, Ireland, and Australia (Gelir, 2021;Hunter-Doniger, 2021). STEAM practices have also permeated various Asian countries, such as Saudi Arabia, Vietnam, and South Korea (Bui et al, 2023;Alghamdi, 2022;Delahunty & Rordáin, 2021).…”

Section: Gardner's Theory Of Multiple Intelligences and Constructivis...mentioning

confidence: 99%

“…Initiating STEAM education from an early age strategically equips students with essential tools to emerge as adept problem solvers, a theme underscored across numerous research studies (Wahyuningsih et al, 2020;Bui et al, 2023;Ng et al, 2022). A pedagogical approach grounded in STEAM not only aligns with the natural curiosity and preferences of young children (John et al, 2018) but also presents them with opportunities to devise solutions to problems within a context that is both engaging and developmentally appropriate (Wahyuningsih et al, 2020;Bui et al, 2023).…”

Section: The Ancient Multi-story Buildingmentioning

confidence: 99%

Prioritizing STEAM Education from the Start: The Path to Inclusive and Sustainable STEAM Education

Nyaaba,

Akanzire,

Mohammed

2024

ijses

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This study highlights the significance of prioritizing STEAM (Science, Technology, Engineering, Arts, and Mathematics) education from the early stages of learning as a crucial step towards achieving inclusive and sustainable STEAM education. The study adopted a critical discourse analysis (CDA) and an allegory method entitled 'The Ancient Multi-Story Building'. The CDA involved studies, reports, and news on STEM-related and STEM initiatives in Ghana. The findings revealed a substantial gap in early childhood and primary education STEAM initiatives, largely due to prevailing misconceptions about these levels of education. The allegory of the 'Ancient Multi-Story Building' further explains the adverse impact of this gap by metaphorizing the flawed approach of initiating and investing in upper-level STEAM education while neglecting the lower-level years, much like a village constructing a multi-story building focusing on the higher floors without solidifying its base; obviously, the results will be disastrous. Similarly, the findings show that previous STEM-related initiatives in Ghana focusing on upper-level education have often been inclusively ineffective. The allegory further points out that the few students who thrive in these lopsided STEM-related pathways are typically those from affluent backgrounds with the necessary support. The study indicated that starting STEAM education in the early years of education has the potential to promote gender equity, cultivate critical thinking skills, and develop a positive attitude towards STEAM subjects among all young learners. This study, therefore, lays the groundwork to propose a strategic framework for early childhood and primary STEAM education in Ghana and other similar contexts.

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“…Brindar una educación de calidad y fácil acceso, constituye un requerimiento en la preparación de las nuevas generaciones para promover el desarrollo de los países (Ho et al, 2020). Una de las alternativas que ha cobrado relevancia ha sido la educación STEM, que también puede aparecer como STEAM al incorporar una "a" para señalar que las artes han sido incluidas, cuyos resultados han sido significativos en diferentes niveles educativos y áreas geográficas (Bui et al, 2023;Mutambara y Bayaga, 2021;Yalçın y Erden, 2021).…”

Section: Introductionunclassified

Building computational thinking through the incorporation of STEM education into the secondary curriculum in the Quindío department (Colombia)

Jiménez Gómez,

Carmona Suarez

2023

Reg Cient

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There is a need to create theoretical-practical models that, based on existing conceptual contributions, facilitate the informational and technological literacy of new generations. Incorporating STEM Education (science, technology, engineering, and mathematics) into the curriculum has proven helpful for secondary school students. The study aimed to generate the first approach to a model for understanding computational thinking (CT) from a STEM approach. This article displays the results of a conceptual review of topics related to the object of study in the last five years and the critical analysis of the found research. The main results highlight the importance of balancing technical, educational, and pedagogical aspects. Furthermore, critical components for model design are proposed. It is concluded that while achieving a conceptual scheme to guide STEM education is vital, it must be updated and reviewed frequently so that emerging disciplines and processes can be incorporated.

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Dataset of Vietnamese preschool teachers' readiness towards implementing STEAM activities and projects

Cited by 8 publications

References 10 publications

Menyemai kreativitas dan inovasi guru dalam merancang pembelajaran berbasis steam

Menyemai kreativitas dan inovasi guru dalam merancang pembelajaran berbasis steam

Prioritizing STEAM Education from the Start: The Path to Inclusive and Sustainable STEAM Education

Building computational thinking through the incorporation of STEM education into the secondary curriculum in the Quindío department (Colombia)

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