Developing a Conceptual Model of STEAM Teaching Practices

Abstract

STEAM, where the "A" represents arts and humanities, is considered a transdisciplinary learning process that has the potential to increase diverse participation in science, technology, engineering, and math (STEM) fields. However, a welldefined conceptual model that clearly articulates essential components of the STEAM approach is needed to conduct empirical research on STEAM's efficacy-in particular, the teaching content that should be considered when enacting STEAM teaching practices. This paper proposes a conceptual model of STEAM, providing educators with the opportunity to teach effectively using transdisciplinary inquiry. The instructional content domain of the model includes problem-based delivery, discipline integration, and problem-solving skills.

Construction of STEAM Curriculum Model and Case Design in Kindergarten

“…So the design of the STEAM curricula for preschoolers should be consistent with the cognitive development stage and in the form of interest. For example, educators integrate elements, methods and frameworks of game into educational activities, so as to cultivate their interest in exploring activities, promote their scientific attitude and mastery of knowledge and skills, and lay a foundation for their hands-on practice and problem-solving ability [14].…”

A Spider's Approach To STEAM

“…Kim (2016) extends STEM with arts, history, geography and bibliography. Others, like Quigly, Herro and Jamil (2017) include the liberal arts, like English language arts and social studies. An even broader re-conceptualization was given by Krug and Shaw (2016) by introducing the concept of ST®EAMS, which includes besides the arts and humanities, also sustainability education (S) and interdisciplinarity and curriculum integration (®).…”

“…At best this approach can be deemed multidisciplinary since various disciplines are involved, although no interaction between the disciplines is present during the project (Kim, 2016). In an interdisciplinary approach ideas from different disciplines are brought together to understand and solve the problem (Quigley, Herro, & Jamil, 2017). Although this approach goes beyond the multidisciplinary view, its findings still remain within the disciplines.…”

“…On a higher level acts the transdisciplinary teaching method, which focuses on the content of one discipline and uses contexts of other disciplines, to make the context more rich. While this method is preferred, it is not always attainable (Quigley, Herro, & Jamil, 2017). A serious point of caution when selecting the problems is the level of difficulty.…”

Σύγχρονα Προγράμματα Σπουδών Τριτοβάθμιας Εκπαίδευσης Και Κατάρτισης Υποστηριζόμενα Από Τεχνολογίες Επαυξημένης Και Μικτής Πραγματικότητας

“…Σε αυτό το πλαίσιο, οι έννοιες STEM και STEAM (όπου έχει προστεθεί και ο όρος Τέχνες -Arts), γίνονται όλο και πιο συχνά αντικείμενο έρευνας, προσεγγίζοντας τα Προγράμματα Σπουδών διεπιστημονικά (interdisciplinary) και διαθεματικά (integrated) (Quigley, Herro & Jamil, 2017). Η έννοια του STEM άρχισε να γίνεται γνωστή μόλις το 2003(Sanders, 2008, παρότι από το 1990 χρησιμοποιήθηκε ο όρος SMET από το εθνικό ίδρυμα επιστημών της Αμερικής (NSF -National Science Foundation).…”