Recognizing aesthetics in nature with STEM and STEAM education

Başaran, Mustafa; Erol, Mustafa

doi:10.1080/02635143.2021.1908248

Cited by 11 publications

(8 citation statements)

References 30 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…The STEAM approach in teaching and learning has many advantages, as it creates a stronger engagement of students and teachers in learning activities. This approach also establishes a real-life connection with STEM subjects, through the use of arts and design [3]. The STEAM learning activities help in developing an innovative mindset; this interdisciplinary approach contributes to the development of the learners' problem-solving skills and creating 'out of the box' solutions [3].…”

Section: Related Workmentioning

confidence: 99%

“…This approach also establishes a real-life connection with STEM subjects, through the use of arts and design [3]. The STEAM learning activities help in developing an innovative mindset; this interdisciplinary approach contributes to the development of the learners' problem-solving skills and creating 'out of the box' solutions [3]. Moreover, STEAM nurtures collaborative work, as its lessons are collaborative by nature [3].…”

Section: Related Workmentioning

confidence: 99%

“…The STEAM learning activities help in developing an innovative mindset; this interdisciplinary approach contributes to the development of the learners' problem-solving skills and creating 'out of the box' solutions [3]. Moreover, STEAM nurtures collaborative work, as its lessons are collaborative by nature [3]. This collaboration is not only amongst students but more importantly, between teachers of subjects that traditionally would have been considered unrelated.…”

Section: Related Workmentioning

confidence: 99%

See 2 more Smart Citations

PICA-PICA: Exploring a Customisable Smart STEAM Educational Approach via a Smooth Combination of Programming, Engineering and Art

Nagai,

Klem,

Kayama

et al. 2023

2023 IEEE Global Engineering Education Conference (EDUCON)

View full text Add to dashboard Cite

The STEAM approach in education has been gaining increasing popularity over the last decade. This is due to its potential in enhancing students' learning, when teaching arts and scientific disciplines together. This paper introduces the PICA-PICA concept, where we aim to develop a smart customisable environment, combining, in a unique way, teaching programming in conjunction with the engineering of artworks. The PICA-PICA concept was implemented, used and tested in real-life, by upper primary school students in Japan, during a 4-day workshop. Initial results illustrated the quality of the solution proposed by PICA-PICA. We noted that the integration was perceived as smooth, and not contrived: all participants understood how to use the PICA-PICA environment to engineer programmable art objects. Furthermore, the PICA-PICA approach led to high motivation: children did not get bored and were fully engaged. Finally, the quality of their work as a learning outcome was high: by including a programming segment with the other expressive activities in the artwork, the children were able to design the electronics in a more concentrated and meaningful way than their curriculum-structured learning. This study also presents an innovative implementation of the STEAM approach using Micro:bits technology to create exciting artwork whilst using household recyclable items, which also teaches about sustainability. The involvement of parents and their interest in learning is another unique aspect of this study.

show abstract

Section: Related Workmentioning

confidence: 99%

Section: Related Workmentioning

confidence: 99%

Section: Related Workmentioning

confidence: 99%

See 1 more Smart Citation

PICA-PICA: Exploring a Customisable Smart STEAM Educational Approach via a Smooth Combination of Programming, Engineering and Art

Nagai,

Klem,

Kayama

et al. 2023

2023 IEEE Global Engineering Education Conference (EDUCON)

View full text Add to dashboard Cite

show abstract

“…(Fitri, 2022) STEAM merupakan pengembangan dari pembelajaran STEM. Adanya penambahan art, anak tidak hanya belajar sains dan matematika tetapi juga meningkatkan motivasi mereka untuk berpartisipasi dengan dimensi seni terapan, sehingga anak dapat menemukan solusi masalah yang lebih kreatif menggunakan imajinasi (Başaran & Erol, 2021). Dengan penerapan STEAM akan mendukung pengalaman bermakna anak melalui pembelajaran yang diterapkan guru dan keterampilan pemecahan masalah anak akan terasah (Angga, 2022).…”

Section: Metode Pembelajaran Steam (Science Technology Engineering Ar...unclassified

Implementasi Metode Pembelajaran STEAM pada Kurikulum Merdeka pada PAUD

Motimona,

Maryatun

2023

J. Obs. J. Pendidik. Anak Usia Dini

View full text Add to dashboard Cite

Penelitian ini bertujuan untuk mendeskripsikan Implementasi Metode Pembelajaran STEAM pada Kurikulum Merdeka PAUD. Adapun latar belakang penelitian ini yaitu masih banyak guru yang kebingungan untuk menerapkan STEAM dalam kuriukulum Merdeka, kegiatan proyek yang dilaksanakan belum mengintegrasikan STEAM. Jenis penelitian yang digunakan yaitu kualitatif-deskriptif dengan metode penelitian systematic literature review meliputi menelaah atrikel, jurnal, dan buku yang relevan dengan mencatat hal-hal penting dan diakhiri dengan implementasi dalam bentuk tulisan secara runtut. Teknik analisis data yang digunakan berupa analisis isi (content analysis). Membiasakan anak mengintegrasikan STEAM dalam proses berpikir akan membantu mereka memahami bagaimana dunia bekerja terutama lingkungan sekitar anak. Hasil penelitian ini menunjukkan bahwa dengan pendekatan STEAM, anak akan mengembangkan ide-ide berbasis sains dan teknologi dengan terlibat dalam aktivitas pemecahan masalah yang berasal dari lima disiplin ilmu yang saling berhubungan. Implikasi dari penelitian ini adalah menambah pengetahuan guru mengenai langkah-langkah implementasi metode STEAM dalam kurikulum merdeka

show abstract

“…In studies focusing on the environmental awareness level of primary school students, it is noteworthy that demographic variables such as parent's education level, socioeconomic level, animal nutrition, plant breeding, class level, teaching method, and the number of siblings were taken as the basis (For example ;Özden, 2008;Baş, 2012;Yıldız Yılmaz, & Mentiş Taş, 2018;Çelikler, Aksan, & Yenikalaycı, 2019;Erdem, Meriç, & Meriç, 2019;Vatansever Bayraktar, & Fırat, 2020;Başaran, & Erol, 2021). In this context, the aim of this study conducted during the COVID-19 pandemic, which became a global problem after 2019, was to examine the environmental awareness levels of Turkish elementary education students in the Samsun province sample.…”

Section: Introductionmentioning

confidence: 99%

Investigation of Turkish Elementary School Students' Environmental Awareness

Gül¹,

Özdemir²

2022

eqr

View full text Add to dashboard Cite

This study aimed to examine the environmental awareness of Turkish primary school students in the context of some demographic variables. The study was carried out with the general survey method. An online questionnaire was used as a data collection tool due to the Covid 19 pandemic conditions during the study. The first part of this survey form included demographic questions about gender, grade, household income, mother's graduation, and father's graduation. The second part included the 5-Likert type 21-item Elementary School Environment Awareness Scale (ESEAS). The original ESAS developed by Yıldız Yılmaz and Mentiş Taş (2017) consists of 31 items. As a result of a pilot study, it was decided to exclude 14 items from the original scale. The exploratory factor analysis result revealed that the scale showed a structure with five sub-dimensions (ecocentric, nature responsibility, anthropocentric, environmental knowledge, and hedonistic). Two hundred sixty primary school students at the 2nd and 4th-grade levels participated in the study. The present study's results, which examined elementary school students' environmental awareness levels, showed that the null hypothesis was accepted in most scores related to scale factors. These results show that the students who participated in the study tended to have information about the environment and the factors that threatened the environment, to be sensitive to nature, and to be ready to sacrifice to solve environmental problems. The analysis results show that the participants agreed with the statements in ecocentric, nature responsibility, ecological knowledge, and hedonistic sub-dimensions. At the same time, they disagreed with the views of the anthropocentric sub-dimension. It was determined that there was a significant difference between the groups in the context of some demographic variables.

show abstract

Recognizing aesthetics in nature with STEM and STEAM education

Cited by 11 publications

References 30 publications

PICA-PICA: Exploring a Customisable Smart STEAM Educational Approach via a Smooth Combination of Programming, Engineering and Art

PICA-PICA: Exploring a Customisable Smart STEAM Educational Approach via a Smooth Combination of Programming, Engineering and Art

Implementasi Metode Pembelajaran STEAM pada Kurikulum Merdeka pada PAUD

Investigation of Turkish Elementary School Students' Environmental Awareness

Contact Info

Product

Resources

About