2015
DOI: 10.1007/s11528-015-0863-9
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Rethinking Technology & Creativity in the 21st Century Transform and Transcend: Synthesis as a Trans-disciplinary Approach to Thinking and Learning

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Cited by 21 publications
(14 citation statements)
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“…The PE classes based on STEAM encouraged team members to solve abstract theory tasks, while sharing a variety of thinking strategies among themselves. STEAM learning increases students’ motivation, interaction with teachers, and effective learning ( 19 ). Students can achieve more when they study with friends rather than alone, and this process promotes their social development and voluntary participation in PE classes ( 20 ).…”
Section: Discussionmentioning
confidence: 99%
“…The PE classes based on STEAM encouraged team members to solve abstract theory tasks, while sharing a variety of thinking strategies among themselves. STEAM learning increases students’ motivation, interaction with teachers, and effective learning ( 19 ). Students can achieve more when they study with friends rather than alone, and this process promotes their social development and voluntary participation in PE classes ( 20 ).…”
Section: Discussionmentioning
confidence: 99%
“…Increasing students' positive interest in science is not only improving knowledge mastery and achievement at secondary schools but also a starting point in producing future skillful workers (Wyss, Heulskamp, & Siebert, 2012;Ibrahim, Ayub, Yunus, Mahmud & Bakar, 2019) Previous studies indicate skills developed as a result of STEAM learning include all creativity skills for the 21 st century, critical thinking, collaboration, and innovation based on STEAM knowledge (Banks & Barlex, 2014;Han, 2015;Kamisah & Marimuthu, 2010;Micari, VanWinkle, & Pazos, 2016). Additionally, this improves student motivation to actively participate in an effective teaching and learning process (Henrkisen et al, 2015).…”
Section: Steam Requirement For Learningmentioning
confidence: 99%
“…experiment activities and working on the project, students expressed that they were better understand the previously-experienced-difficulty ecological content. This was due to the students who did not feel compelled to learn (Lee & Butler, 2003); and was capable of stimulating creative thinking skills (Henrkisen, 2015).…”
Section: Indicatormentioning
confidence: 99%
“…Visual arts activities including creation of primarily two-dimensional visual works like drawing, painting and printing and three-dimensional visual works like creating a model, sculptures, and buildings is an expression of thoughts and feelings of children (Edwards, 2006). Some researchers claim that integration of visual arts into STEM allows preschool children to be more successful in STEM disciplines (Schirrmacher, 2002;Wynn & Harris, 2012), enhances their motivation and engagement, and efficient learning in STEM disciplines (Henrkisen et al, 2015). Moreover, visual arts contribute children's manipulative and fine motor skills and their visual spatial thinking abilities required for achievement in scientific subjects (Newcombe, 2010).…”
Section: Stem In Early Childhood Educationmentioning
confidence: 99%
“…Bazı araştırmacılar STEM'in birbirini tamamlayan bileşenlerden oluşan bir yapboz olduğunu, sanatın da eklenmesi ile bu yapbozun tamamlanacağını savunmaktadırlar (Kim & Park, 2012;Sharapan, 2013;Sochacka, Guyotte, Walther, 2016). Sanatın STEM eğitimi ile bütünleştirilmesi, okul öncesi dönem çocuğunun STEM disiplinlerinde daha başarılı olmalarını sağladığı gibi (Schirrmacher, 2002;Wynn & Harris, 2012), onların bu alanlarda öğrenmeye yönelik motivasyonlarını ve katılımlarını artırmaktadır (Henrkisen et al, 2015). Bunun yanı sıra, görsel sanatların bilimsel disiplinler ile bütünleştirilmesi çocukların el becerilerinin, ince motor kaslarının ve bilimsel konularda başarılı olmak için gereken görsel uzamsal becerilerinin gelişimini destekler (Newcombe, 2010).…”
Section: Introductionunclassified