Steam as Social Practice: Cultivating Creativity in Transdisciplinary Spaces

Guyotte, Kelly W.; Sochacka, Nicki; Costantino, Tracie; Walther, Joachim; Kellam, Nadia

doi:10.1080/00043125.2014.11519293

Cited by 141 publications

(78 citation statements)

References 10 publications

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“…These are skills that are required in the creative economy (Florida, 2002;Freedman 2006;Pink 2005;Smilan 2007). Guyotte et al (2014) suggested the reconfiguring of conceptual underpinnings of disciplines coupled with experiential exploration with resultant visual manifestations of these concepts helps enrich understandings, offers economic opportunities and ignites social action. Since art-based curriculum and inquiry expands thinking beyond traditional boundaries of standardized education, it engages students in active problem-based inquiry requiring studentinitiated discovery and self-assessment (Smilan et al 2010).…”

Section: Discussionmentioning

confidence: 98%

“…The processes involved in experiential understanding, providing evidence of experience and positing resolution to generative tensions and physical and social dilemmas are the at the core of inquiry. Guyotte et al (2014) make the case that in order to solve real world problems, learners must perform multidisciplinary tasks, identifying concrete and unexpected outcomes that impact society. The authors champion the STE[A]M movement in which further integrating art into science, technology, engineering and math learning promotes both economic growth and competitiveness with the ability to engage in social action.…”

Section: Studio Process and Inquiry Learning: Art For Interdisciplinamentioning

confidence: 99%

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Developing Visual Creative Literacies Through Integrating Art-Based Inquiry

Smilan

2016

The Clearing House: A Journal of Educational Strategies, Issues

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KEYWORDSVisual literacy; creative literacies; art-integration; studio inquiry; visual metaphor ABSTRACT Visual literacy and the ability to think creatively are critical skills requisite to full participation and communication in the twenty-first century. Learning experiences that integrate studio-based inquiry and other academic concepts can develop discipline skills as well as communication skills of deciphering visual cues and de/re-constructing visual metaphor. This article provides a theoretical overview of meaningful art integrated inquiry, offering examples of science, technology and math integration with studio technique, materials and processes. Further, an argument is presented for the need for all teachers to engage in art-based practices to further develop their own skills and conceptual frameworks.

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Section: Discussionmentioning

confidence: 98%

Section: Studio Process and Inquiry Learning: Art For Interdisciplinamentioning

confidence: 99%

Developing Visual Creative Literacies Through Integrating Art-Based Inquiry

Smilan

2016

The Clearing House: A Journal of Educational Strategies, Issues

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“…It is highly likely that many novice elementary teachers are not prepared to engage in STEAM teaching because of this lack of confidence. If novice elementary teachers are insecure or anxious in relation to their abilities to lead lessons designed around scientific and artistic inquiry, then these teachers' science and art lessons may be reduced to superficial, "hands-on," procedural activities that lack the intellectual rigor and transdisciplinarity that STEAM education requires (Guyotte, Sochacka, Costantino, Walther, & Kellam, 2014;Marshall, 2014).…”

Section: Implications and Suggestionsmentioning

confidence: 99%

Developing Confidence in STEAM: Exploring the Challenges that Novice Elementary Teachers Face

Zimmerman¹

2016

steam

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This essay explores the challenges that novice elementary teachers may face as they attempt to enact the practices of STEAM education. Specifically, I will explore research that suggests that novice elementary teachers lack confidence in their ability to lead lessons rooted in either scientific inquiry or arts-integration. This has, I argue, clear implications for the development of STEAM education. Advocates of STEAM education must ensure that novice elementary teachers are provided with the necessary scaffolds and supports that will empower them to engage in authentic and ambitious STEAM practices. Author/Artist BioAaron Zimmerman is an Assistant Professor of Curriculum and Instruction at Texas Tech University. He is interested in teacher development, specifically in relation to how novice teachers are prepared to navigate and negotiate problems of practice.

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“…Where the material is not directly applicable, it may suggest avenues for future research to better understand the role of computer-based scaffolding in education in the humanities and social sciences. Such future research is every bit as important as research on scaffolding in STEM education to the preparation of a well-rounded citizenry who is capable of thinking critically and creatively about problems (Guyotte, Sochacka, Costantino, Walther, & Kellam, 2014;Stearns, 1994).…”

Section: What This Book Coversmentioning

confidence: 99%

Introduction

Belland¹

2016

Instructional Scaffolding in STEM Education

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In this chapter, I describe the call for the use of problem-centered instructional approaches in science, technology, engineering, and mathematics (STEM) education. I note the rationale for this book-specifically that it allows me space to explain the theoretical background of scaffolding and to explore the theoretical implications of a meta-analysis of computer-based scaffolding in STEM education that I completed with colleagues. I also posit instructional scaffolding as an intervention that extends students' capabilities as they engage with the central problem in problem-centered instructional approaches. I note the difference between one-toone, peer, and computer-based scaffolding, and articulate that in this book I synthesize research on computer-based scaffolding in STEM education. Finally, I outline the structure of the book.

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Steam as Social Practice: Cultivating Creativity in Transdisciplinary Spaces

Cited by 141 publications

References 10 publications

Developing Visual Creative Literacies Through Integrating Art-Based Inquiry

Developing Visual Creative Literacies Through Integrating Art-Based Inquiry

Developing Confidence in STEAM: Exploring the Challenges that Novice Elementary Teachers Face

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