STEAM-ing Up the Science Fair

Rufo, David

doi:10.1080/00043125.2016.1176475

Cited by 4 publications

(9 citation statements)

References 11 publications

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“…Mokyklose, kuriose dirba tyrimo dalyvės, įgyvendinamas menais papildytas STEAM integravimo modelis. Tokio modelio prioretizavimą randame ir kitų mokslininkų darbuose (Perignat & Katz-Buonincontro, 2019;Rufo, 2016) pripažįstant, kad šiuo atveju nėra siekiama integruoti meninio ugdymo tikslų, orientuojamasi į STEM dalykus. Liao (2016) kritiškai vertina tokias tendencijas teigdamas, kad menai klaidingai suprantami kaip "mokymosi patobulinimas", o ne vienodai svarbus mokomasis dalykas.…”

Section: Diskusijaunclassified

“…Meninių veiklų taikymą mokytojos apibūdino kaip turtinančią, įtraukiančią mokymo bei mokymosi praktiką, menams deleguodamos ir kitų tyrėjų (Rufo, 2016;Peppler & Wohlwend, 2018) išskirtas menų, kaip kūrybiškos, jausmine ir saviraiškos patirtimi praturtintos ugdymosi aplinkos kūrimo, funkcijas. Tyrimo dalyvės teigė, kad menas joms ir jų mokiniams padeda naujai pažvelgti į supančią aplinką, padėti mokslui tapti įtraukiančiu per bendradarbiavimo ir komandinio darbo reikalaujančias veiklas.…”

Section: Diskusijaunclassified

“…Tuo tarpu mokslinėje literatūroje dažniausiai minimi dizainas ar jo elementai, taip pat ir scenos menai, tyrimo dalyvių buvo taikyti fragmentiškai. Įvairių menų rūšių įtrauktis STEAM ugdyme nevienareikšmiškai vertinama ir kitų mokslininkų darbuose, atkreipiant dėmesį į skirtingų meno rūšių įtraukimo netolygumą (Liao, 2016), nepakankamą integralaus požiūrio į menų disciplinas pagrindimą (Rufo, 2016), bent kiek gilesnės pavienių menų ir gamtamokslinių dalykų sąveikos analizės stoką (Costantino, 2018). Tyrimas išryškino nepakankamą pradinių klasių mokytojų kompetenciją integruoti menus į STEAM projektus.…”

Section: Diskusijaunclassified

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Integration of Arts in Steam Projects: Experience of Primary School Teachers

Girdzijauskienė

Šmitienė

2020

GU/NSE

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STEAM education is named as one of the priorities of Lithuanian education, responding to the need to promote a culture of innovation at school and to develop students' creative and critical thinking. The search for opportunities of integration of the subjects of arts and sciences into teaching / learning processes involve researchers and practitioners from various fields (engineering, education, arts, culture, and technological innovation). The numbers of scientific publications on the concept of STEAM education and on the role of arts in it that have been increasing over the last decade testify to the scientific community's attention to the issue, however, they also raise so far unanswered questions about the integration of arts into STEAM theory and practice. Researchers address several problematic areas in STEAM education: insufficient analysis of practical cases, limited preparedness of teachers to implement STEAM projects, and one-sided interpretation of the purpose of arts. Not much is known about how teachers’ value personal experiences in arts integration, how effective the inclusion of arts in the context of STEAM education is, and what the dynamics of STEAM discipline integration is. The aim of this study is to find out why and how primary school teachers integrate arts into STEAM projects, what challenges they face, and how they assess their competencies to ensure arts integration. To achieve the aim of the research, a focus group discussion with teachers working at two Lithuanian primary schools and implementing STEAM projects was chosen as the main data gathering method. The results of the focus group discussion revealed that the teachers preferred an arts-enhanced model of STEAM subject integration mostly through visual arts (drawing, photography, collage, and sculptural elements by gluing). Arts were applied with the aim of diversifying students' academic activities and enriching them with emotional experiences. The research participants saw the following advantages of including arts in STEAM projects: increasing the choice of activities and tools, enhancing students' engagement in learning processes, developing leadership and cooperation skills, maintaining learning motivation, improving critical and creative thinking skills, and linking learning to life. The limitations of teachers' competence to integrate arts into STEAM projects became apparent as well: insufficient knowledge of forms and ways of artistic expression, distrust of their own artistic abilities, and a lack of experience in cooperation with art teachers and artists. Based on the research findings, the directions of further research were formulated, the most relevant ones being an analysis of specific STEAM projects and the modelling of multidimensional STEAM projects. Keywords: STEAM projects, arts integration, primary school teachers

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Section: Diskusijaunclassified

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Integration of Arts in Steam Projects: Experience of Primary School Teachers

Girdzijauskienė

Šmitienė

2020

GU/NSE

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“…Four studies described the effectiveness of AI in preschools (Brown & Sax, 2012;Cremin et al, 2015;Phillips et al, 2013;Winters & Griffin, 2014). Twenty studies illustrated how AI in science benefit students and teachers in elementary schools (Baker, 2013;Brouilette & Jennings, 2010;Cremin et al, 2015;Duma & Silverstein, 2014;Hardiman et al, 2014;Hendrix et al, 2012;Jakobson & Wickman, 2015;Klopp et al, 2014;Liu & Lin, 2014;Luftig, 2000;Lynch, 2007;Marshall, 2016;Nelson & Norton-Meier, 2009;Overton, 2004;Poldberg et al, 2013;Rufo, 2016;Scholes & Nagel, 2012;Stellflue, Allen, Gerber, & Boody, 2005;Webb & Rule, 2012). Five studies described the efficacy of AI into middle school science learning (Flores, 2005;Pruitt et al, 2014;Klopp et al, 2014;Shanahan & Nieswandt, 2009;Snyder et al, 2014), while only one study (Flores, 2005) discussed the benefits of AI programs in high school.…”

Section: Age/grade Study Focusmentioning

confidence: 99%

“…Jakobson and Wickman (2015) found that students in AI programs learned in both cognitive and aesthetic manners. Students in AI programs were able to effectively demonstrate their learning through non-written products (Pruitt et al, 2014;Lynch, 2007, Rufo, 2016. Table 5 includes the descriptive summary of the studies that focused on describing alternative modes of learning offered by AI.…”

Section: Benefits Of Ai For Studentsmentioning

confidence: 99%

Integrating the Arts into Science Teaching and Learning: a Literature Review

Green¹,

Trundle²,

Shaheen³

2019

Journal for Learning through the Arts

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Science is creative. Write it big, shout it loud, because the message is not getting through. (Howe, 2004, p.14) The American educational system has experienced a recent and increased focus on Science, Technology, Engineering, and Mathematics (STEM), and researchers and practitioners have argued for equal emphasis on the arts as well. According to Hartle and colleagues, incorporating the arts into learning is considered important and useful for four basic reasons (Hartle, Pinciotti, & Gorton, 2015). First, all cultures demonstrate some sort of need for aesthetic beauty and harmony, making the arts culturally universal. Second, we process sensory information through the arts, which embodies the arts into a system of learning. A third reason is that in our 21 st century multicultural world, the arts provide a language that everyone understands without need for translation. Finally, the arts "provide a natural, and intrinsically motivating medium for children to work 'in advance of themselves' to demonstrate a capacity to work 'as if' they are painters, scientists, presidents, or rock stars" (p. 294). The importance of an increased emphasis on the arts has led to broadening STEM to include the arts. The term STEAM (Science, Technology, Engineering, Arts, and Mathematics) was introduced by Yakman, who realized that, "We live in a world where you can't understand science without technology, which couches most of if its research and development in engineering, which you can't create without an understanding of the arts and mathematics" (2012, p.15). The ability of art to inspire creativity in scientific thinking, educate young learners in a holistic manner, and offer another pathway for making and communicating meaning provide important reasons for integrating the arts into science learning. Arts Integration Defined The incorporation of the arts into teaching and learning is called arts integration (AI). The arts include both visual arts (paintings, sculptures) and performing arts (music, dance, drama). Science and art can be seen as opposites, but these two subjects also share commonalities. For instance, Journal of Science Education, and Research in Science Education. Finally, the authors used a snowballing approach to gather articles that were cited by authors of articles already included in the literature review. A total of 11 additional articles resulted from this second phase of the search process, yielding a total of 65 articles for inclusion in the review. All journals and the number of articles found in each journal are listed in Table 1.

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The Notion of Arts in STEAM Concept: A Semi-Systematic Literature Review

Girdzijauskienė

Šmitienė

2021

PED

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STEAM education has been developed in search of ways how to prepare students to live and build their lives in the knowledge society of the future. The paper, by applying to the methodology of a semi-systematic literature review, aims to reveal the notion of arts in the STEAM concept. Thirty-three articles published from of 2010 to 2019 were selected for the performance of a thematic analysis of the notion of arts in the concept of STEAM education in five aspects: Purpose of Arts, Notion and Inclusion of Arts, Arts Integration Process and Results, Arts Integration Models, and Arts Integration Contexts.A review of the literature demonstrated that the inclusion of arts in STEAM education is ambiguous because of the diversity of both the notions of the arts and interpretations of the purpose of arts integration. Arts in STEAM education are associated with the improvement of students’ academic results, the development of students’ creativity, critical thinking, and cooperation skills, and thus highlighting the instrumental significance of arts education. The instrumental and internal concepts of the purpose of the arts are to be related to the equivalent and arts-supplemented integrative STEAM models. Therefore, research with the aim at deepening the notion of interdisciplinary integration in terms of diversity of the inclusion of the arts, substantiating the effectiveness of arts-integrating STEAM programmes with the identification of the process and result evaluation variables, and analysing specific cases of the STEAM programme implementation through revealing forms and ways of arts inclusion are especially relevant.

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STEAM-ing Up the Science Fair

Cited by 4 publications

References 11 publications

Integration of Arts in Steam Projects: Experience of Primary School Teachers

Integration of Arts in Steam Projects: Experience of Primary School Teachers

Integrating the Arts into Science Teaching and Learning: a Literature Review

The Notion of Arts in STEAM Concept: A Semi-Systematic Literature Review

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