Full STEAM ahead a manifesto for integrating arts pedagogics into STEM education

Connor, Andy M.; Karmokar, Sangeeta; Whittington, Christopher; Walker, C. E.

doi:10.1109/tale.2014.7062556

Cited by 11 publications

(11 citation statements)

References 25 publications

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“…Such calls are not limited to STEM subjects, with the need for creative education in the field of business and management already established [12]. This paper extends previously published work [13] by introducing coverage of creativity as well as demonstrating the two-way advantages of integrating Arts and STEM subjects.…”

Section: Paper From Stem To Steam: Strategies For Enhancing Engineerisupporting

confidence: 51%

From STEM to STEAM: Strategies for Enhancing Engineering & Technology Education

2015

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Abstract-This paper sets out to challenge the common pedagogies found in STEM (Science, Technology, Engineering and Mathematics) education with a particular focus on engineering. The dominant engineering pedagogy remains "chalk and talk"; despite research evidence that demonstrates its ineffectiveness. Such pedagogical approaches do not embrace the possibilities provided by more studentcentric approaches and more active learning. The paper argues that there is a potential confusion in engineering education around the role of active learning approaches, and that the adoption of these approaches may be limited as a result of this confusion, combined with a degree of disciplinary egocentrism. The paper presents examples of design, engineering and technology projects that demonstrate the effectiveness of adopting pedagogies and delivery methods more usually attributed to the liberal arts such as studio based learning. The paper concludes with some suggestions about how best to create a fertile environment from which inquiry based learning can emerge as well as a reflection on whether the only real limitation on cultivating such approaches is the disciplinary egocentrism of traditional engineering educators.Index Terms-pedagogies, active learning, project based learning, inquiry based learning, engineering education.

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Section: Paper From Stem To Steam: Strategies For Enhancing Engineerisupporting

confidence: 51%

From STEM to STEAM: Strategies for Enhancing Engineering & Technology Education

2015

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“…From the researcher's perspective, creativity and education typically overlap when relying on insight to solve problems, innovating the teaching-learning process, and seeking to enhance learners' creativity (Smith & Smith, 2010); all of which are recurring themes in efforts to enhance creativity in STEAM studies (Connor, Karmokar, Whittington, & Walker, 2014;Guyotte et al, 2015).…”

Section: Creativity In Educationmentioning

confidence: 99%

Enhancing 21st Century Skills with AR: Using the Gradual Immersion Method to develop Collaborative Creativity

Sanabria-Z

Jesus

2017

EURASIA J MATH SCI T

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As 21st century skills (e.g., creativity and collaboration) are informally developed by techsavvy learners in the Digital Age, technology-based strategies to develop such skills in nonformal and formal contexts are necessary to reduce the gap between academic and business organizations on the one hand, and the revolutionary wave of self-taught networked learners on the other. In light of this, the Gradual Immersion Method (GIM) was designed to enhance collaborative creativity using interactive devices and augmented reality (AR), to support creativity-based learning, such as in the integrated study of Science, Technology, Engineering, Arts and Mathematics (STEAM). The GIM consists of three intuitive modules wherein learners collaboratively achieve learning object goals through interaction with images and 3D models, in a sequential transition from 2D to 3D and then to AR. In this paper, the process is illustrated through the deployment of the GIM in the study of Surrealist art features, using the Art Movement Learning App (AMLA), an areaspecific technological solution based on the GIM, designed as foundation architecture for the investigation of a wide range of topics in an interactive manner.

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“…Non-STEAM project work can be characterised as tutors setting carefully constrained projects with goals aligned with the preexisting ontology of knowledge about the subject. The learner is given limited autonomy about how they approach a project and what its goals are [10].…”

Section: A Steam and Non-steammentioning

confidence: 99%

STEAM WORKS: Student coders experiment more and experimenters gain higher grades

Yee-King

Grierson

d’Inverno

2017

2017 IEEE Global Engineering Education Conference (EDUCON)

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Abstract-For the last decade, there has been growing interest in the STEAM approach (essentially combining methods and practices in arts, humanities and social sciences into STEM teaching and research) to develop better research and education, and enable us to produce students who can work most effectively in the current and developing market-place. However, despite this interest, there seems to be little quantitative evidence of the true power of STEAM learning, especially describing how it compares and performs with respect to more established approaches. To address this, we present a comparative, quantitative study of two distinct approaches to teaching programming, one based on STEAM (with an open-ended inquiry-based approach), the other based on a more traditional, non-STEAM approach (where constrained problems are set and solved). Our key results evidence how students exhibit different styles of programming in different types of lessons and, crucially, that students who tend to exhibit more of the style of programming observed in our STEAM lessons also tend to achieve higher grades. We present our claims through a range of visualisations and statistical validations which clearly show the significance of the results, despite the small scale of the study. We believe that this work provides clear evidence for the advantages of STEAM over non-STEAM, and provides a strong theoretical and technological framework for future, larger studies.

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Full STEAM ahead a manifesto for integrating arts pedagogics into STEM education

Cited by 11 publications

References 25 publications

From STEM to STEAM: Strategies for Enhancing Engineering & Technology Education

From STEM to STEAM: Strategies for Enhancing Engineering & Technology Education

Enhancing 21st Century Skills with AR: Using the Gradual Immersion Method to develop Collaborative Creativity

STEAM WORKS: Student coders experiment more and experimenters gain higher grades

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