From STEM to STEAM: How Can Educators Meet the Challenge?

Hardiman, Mariale M.; JohnBull, Ranjini Mahinda

doi:10.1007/978-3-030-25101-7_1

Cited by 6 publications

(8 citation statements)

References 12 publications

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“…Within arts education scholarship, there is disagreement about what role the arts play in education, and why it should be a respected component of the educational ecology. The main arguments can be summarized as (a) intrinsic , the notion that experiencing or making art is valuable and meaningful in itself (Hardiman & JohnBull, 2019; Hetland & Winner, 2004), and (b) instrumental , which emphasizes a utilitarian view of the arts as a means toward achieving nonarts ends (Catterall, 2005; Labor, 2018). What neither argument addresses sufficiently is how learning in and through the arts supports and expands perspectives on human cognition to include social, cultural, historical, and developmental perspectives and how the arts can act as a bridge to connect educational disciplines, learning modalities, and learning processes (Barajas-López & Bang, 2018; Bevan et al, 2019; Halverson, 2021; Peppler et al, 2022; Tzou et al, 2019).…”

Section: The Arts In Educationmentioning

confidence: 99%

What We Learn About Learning From Out-of-School Time Arts Education

Halverson,

Saplan,

Mejias

et al. 2023

Review of Research in Education

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This review focuses on a subset of literature on the arts and arts education that explores how learning is conceptualized and enacted in the context of out-of-school time (OST) arts education environments that primarily engage Black, Indigenous, and young People of Color in the United States. The review is grounded in principles of critical qualitative inquiry and sets forth four propositions, which represent key practices from OST arts education with a focus on equity and diversity in education: creating representations, exploring identity and narrative, practicing creativity, and collaborating as an outcome. The discussion offers an alternative from deficit perspectives on youth and toward asset-focused, culturally sustaining perspectives that value the artistic strengths young people bring to a learning environment.

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Section: The Arts In Educationmentioning

confidence: 99%

What We Learn About Learning From Out-of-School Time Arts Education

Halverson,

Saplan,

Mejias

et al. 2023

Review of Research in Education

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“…STEAM approach is the pedagogical approach of my vision. The STEM (without arts) seems to be producing human resources who are capable with knowledge and skills to work in highly competitive and high-tech STEM-related workplaces (Taylor, 2016;Hardiman & JohnBull, 2019;Aguilera & Ortiz-Revilla, 2021). But I firmly believe that without creativity, ingenuity, critical thinking, and imagination, how to engage students in STEM activities expecting innovative ideas and products from them?…”

Section: Story 3: Envisioning a Steam Educational Modelmentioning

confidence: 99%

A brickworker becomes transformative STEAM educator: Journey of resistance, advocacy, and envisioning

Manandhar

2022

Journal of Transformative Praxis

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My journey from brick worker to STEAM education was/is characterized by resistance, advocacy, and envisioning. Surrounded by pains, sufferings, hurdles, and economic adversities, I spent more than 18 years in several brick factories resisting the economic vulnerabilities. At the same time, I faced tremendous difficulties in educating myself in the formal and conventional/traditional nature of educational models. The similar contexts led my upper higher education till BEd in mathematics education. The duration of more than three years in my master's in mathematics education, and MPhil in STEAM education was a precious moment for me to start my journey of resisting, advocating, and envisioning life and educational practices. The journey from a brick worker to STEAM educator was the biggest challenge for me. I accepted the challenges put by my life and education system and tackled them to become more skillful, knowledgeable, and aware to solve them and develop alternative practices which are more authentic, open, critical, empowering, and inclusive for myself and others. Thus, this research portrays my journey of resisting disempowering educational practices, advocating progressive and empowering practices, and envisioning a transformative educational perspective via autoethnography as a methodology and transformative learning theory as a theoretical referent. The research is useful for educators and others to bring quality and meaningful changes in educational practices for sustainable development in education and life.

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“…The 2017 budget is particularly large due to two large-scale research projects (see Figure 1). Since the term STEM had been used in the United States before the report submitted to President Obama (Hardiman & JohnBull, 2019), we consider that the researchers who submitted the first study in which STEM was used as a keyword in 2005 were publishing in advance of the main wave of STEM popularly in the United States. In addition, several studies extracted from the KAKEN database were analyzed qualitatively, including the research titles and their relationship to research papers.…”

Section: Trends In Kaken For Stem/steam Educationmentioning

confidence: 99%

Trends in STEM/STEAM Education and Students’ Perceptions in Japan

Matsuura

Nakamura

2021

Asia-Pac. Sci. Educ.

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This study aimed to examine the trends in grants for STEM/STEAM education in Japan as well as Japanese students’ perception of science learning and future careers. The grants were addressed through analysis of chronological trends, while student perceptions were reviewed through student questionnaires on Trends in International Mathematics and Science Study (TIMSS) 2011, 2015, and 2019. The results reflect ideas on not only STEM education, which is often treated in the context of workforce development and science/mathematics education in Japan, but also ideas on the rapid expansion of and changes to STEAM education around 2015, which seems to be intended the integration of multiple subjects. In contrast, the results showed that students’ perceptions of science and engineering careers are improving, but there are still challenges. Since subject-integrated learning has already been conducted in Japan, we consider the further discussion required regarding specific objective of STEAM versus STEM education.

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From STEM to STEAM: How Can Educators Meet the Challenge?

Cited by 6 publications

References 12 publications

What We Learn About Learning From Out-of-School Time Arts Education

What We Learn About Learning From Out-of-School Time Arts Education

A brickworker becomes transformative STEAM educator: Journey of resistance, advocacy, and envisioning

Trends in STEM/STEAM Education and Students’ Perceptions in Japan

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