Defining STEAM Approaches for Higher Education

Carter, Claudia E.; Barnett, Heather; Burns, Kathryn; Cohen, Nathan; Durall, Eva; Lordick, Daniel; Nack, Frank; Newman, Andrew; Ussher, Shaun

doi:10.20897/ejsteme/11354

Cited by 28 publications

(14 citation statements)

References 31 publications

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“…Catterall, 2017). However, according to Carter et al (2021), there is considerable potential to use core STEAM principles to refresh the educational system and deliver more holistic approaches to learning and becoming critical of underlying values, to connect with 'reality', for stimulating mindfulness and awareness (not just knowledge), to use more practice-based approaches and to instil agency, political engagement and social-ecological responsibility (see also Schmid and Nesterova, 2023, on building transformative capacity). STEAM and other trans-disciplinary models could play a huge role in helping to address complex sustainability challenges rather than superficially fix a broken capitalist system.…”

Section: What Next? Catalysts For Facilitating Tri-part Transformatio...mentioning

confidence: 99%

Reconnecting with the social-political and ecological-economic reality

Carter

2024

Environmental Values

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This article critically reflects on the research portfolio by the ecological economist Clive Spash who has helped pinpoint specific and systemic blindspots in a political-economic system that prioritises myopic development trajectories divorced from ecological reality. Drawing on his published work and collaborations it seeks to make sense of the slow, or absent, progress in averting global warming and ecological destruction. Three strands of key concern and influence are identified and discussed with reference to their orientation and explicit expression regarding Ontology, Epistemology and Axiology. Some complementary points about indeterminacy and holism are presented to further strengthen the arguments for a transition towards a social-ecological economic system that puts values and principles back into focus. While Clive Spash's work has made a strong case within the economic community and appealing to ecology professionals, the value-myopia or value-vacuum has to be tackled across all disciplines, politics and society for a meaningful and urgently required transformation in decision making. Hence, the article finishes with some suggestions for the (higher) education system, and highlights the importance of simplicity and sufficiency, as well as strong sustainability-driven citizen and community action as necessary catalysts of change in this social-ecological transformation.

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Section: What Next? Catalysts For Facilitating Tri-part Transformatio...mentioning

confidence: 99%

Reconnecting with the social-political and ecological-economic reality

Carter

2024

Environmental Values

Self Cite

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“…Technological and scientific developments bring with them the need for developing innovations, such as the organization of the curricula and the materials used by teachers in the laboratory and the development of appropriate materials. In this context, for students to have 21st-century skills in science education, it is aimed to enable them to use different disciplines such as science, technology, engineering, and mathematics (Carter et al, 2021;Deák et al, 2021;Gott & Duggan, 1996;Kolstad et al, 1995;Li et al, 2020;Newton & Tonelli, 2020;Prieto-Rodriguez et al, 2020). Two main elements should be combined for science education to achieve its goal.…”

Section: Extended Summarymentioning

confidence: 99%

Biyoloji Dersi İçin Arduino Tabanlı Deney Tasarımı

Derman

2023

Fen Bilimleri Öğretimi Dergisi

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Yüzey alanı/hacim oranı sadece basit bir matematiksel hesaplama değildir. Doğada bulunan birçok canlıda bu fenomene rastlamak mümkündür. Vücut sıcaklığını korumak, akciğerlerde gaz değişimi, cisimlerin ısınıp soğuması, besinlerin emilmesi gibi birçok olay yüzey alanı-hacim oranına göre işlemektedir. Budan dolayı hücre boyutu ile difüzyon hızı arasındaki ilişkiyi göstermek için bu deney tasarlanmıştır. Arduino temelli alınarak hazırlanan materyal ile ölçümler yapılmıştır. Ölçüm sonuçları iki şekilde hesaplanmıştır. Elde edilen sonuçların matematiksel hesaplamalar ile uyumlu olduğu belirlenmiştir. Bununla birlikte Arduino kullanılarak deneyin tasarlanması öğretmen ve öğrencilerin teknoloji ve fen bilimlerini bir arada uygulama imkanı sunmaktadır. Ayrıca veriler iki farklı grafikle sunulmuştur. Böylelikle öğrencilerin grafikleri düzenleme ve yorumlama becerilerini geliştireceği düşünülmektedir. Bununla birlikte elde edilen veriler fizik, kimya, matematik ve günlük yaşamla ilişkilendirilerek öğrencilerin öğrendikleri bilgileri farklı alanlarda uygulamaları açısından fayda sağlayacaktır.

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“…This last employs various kinds of technologies and digital fabrication methods as a broad framework for design and technology education (e.g., see, FabLearn Digital Fabrication in Education). Maker education is often referred to as STEM or STEAM learning (Carter et al, 2021;Kumpulainen et al, 2018;Ussher et al, 2023) and derives its pedagogical goals and practices from the combination of the knowledge domains of science, technology, engineering, and mathematics, addressing them in an inter-or transdisciplinary framework. The STEAM approach extends this view to the knowledge domains of art and design, which the addition of the letter A stands for.…”

Section: Learning By Designmentioning

confidence: 99%

Open design pedagogy: Revealing openness in early childhood education with digital technology

Brinck

Leinonen

Lipponen

et al. 2023

International Journal of Education Through Art

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Today, more than any other period in time, digital fluency is regarded as a necessary life skill for both children and adults. The potential of digital tools in early childhood learning has been recognized as helping to reinforce academic skills, as a way to communicate ideas and develop social skills, to support children to learn at their own pace, to learn how to learn and to make learning fun. This article contributes to the current research by conducting a participatory study in a kindergarten in Finland over the course of one year. The empirical data are analysed to (1) identify the characteristics of educational activities that make use of digital technology in early childhood education and (2) reveal the pedagogical approaches behind these activities. The findings of this study show that pedagogical activities entailing playful interaction with technology and the production of tangible artefacts, accompanied by visual documentation and reflection, support the effective use of technology in early childhood education. The educators’ open approach towards the use of technology also played a significant part in the positive outcomes experienced by teachers and students. We call this approach open design pedagogy and propose it as a model for using digital technologies in early childhood education.

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Defining STEAM Approaches for Higher Education

Cited by 28 publications

References 31 publications

Reconnecting with the social-political and ecological-economic reality

Reconnecting with the social-political and ecological-economic reality

Biyoloji Dersi İçin Arduino Tabanlı Deney Tasarımı

Open design pedagogy: Revealing openness in early childhood education with digital technology

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