Steam (Science, Technology, Engineering, Art, and Mathematics) Education and Teachers’ Pedagogical Discontentment Levels

Thompson, Carla J.; Barber, Karen; Bourget, Ernest M.

doi:10.20319/pijss.2018.43.496518

Cited by 7 publications

(7 citation statements)

References 7 publications

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“…There can be many challenges to the design and delivery of STEAM education. Educators and education systems have not fully figured out how to deliver an interdisciplinary STEM and STEAM approach (Ejiwale, 2013;Thompson et al, 2018). Consequently, educators struggle with a clear conceptualization of STEAM and how the disciplines might be connected (Guyotte et al, 2015;Quigley and Herro, 2016;Quigley et al, 2017Quigley et al, , 2020.…”

Section: Science Technology Engineering Arts and Mathematics Educatio...mentioning

confidence: 99%

Integrating Data Science and the Internet of Things Into Science, Technology, Engineering, Arts, and Mathematics Education Through the Use of New and Emerging Technologies

Liston

Morrin

Furlong³

et al. 2022

Front. Educ.

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This paper reports on the implementation of a collaborative approach to STEAM (Science, Technology, Engineering, Arts, and Mathematics) education within the context of a college of education and an elementary school in Ireland. The project is novel in that it explores a transdisciplinary approach of supporting STEAM education in a school, using data science and an Internet of Things (IoT) based Environment Monitoring System. This case study contributes to an emerging field of research within STEAM that is informed by practice with emphasis placed on the value of collaboration and transdisciplinary pedagogical approaches. The multi collaborators included lecturers from a college of education with expertise in STEM and Visual Arts education, creative professionals (artists, scientists, and architects), teachers, students, and children. Encompassing all the mentioned stakeholders was important and placed transdisciplinarity at the core of the learning. Qualitative data was collected using questionnaires, focus groups and interviews to research how the participants interpreted their experiences and what meaning they attributed to their experiences. It was found that a program of STEAM education integrating new and emerging technologies with data science and the IoT can promote and encourage the delivery of a transdisciplinary model of STEAM education and the overall reconceptualization of how individual subject areas are taught at elementary level. Innovative data capturing technologies, exploring real-life data within their local educational contexts can positively impact children and teachers’ knowledge and skills in STEAM supporting the development of artistic concepts, engineering habits of mind, imagination, and creativity. The success of the project can be attributed to the collaboration between various stakeholders in the design and implementation of the project. This paper has provided valuable insights into teachers’, scientists’, and artists’ perspectives, children’s experiences, and the role of innovative technology in STEAM education.

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Section: Science Technology Engineering Arts and Mathematics Educatio...mentioning

confidence: 99%

Integrating Data Science and the Internet of Things Into Science, Technology, Engineering, Arts, and Mathematics Education Through the Use of New and Emerging Technologies

Liston

Morrin

Furlong³

et al. 2022

Front. Educ.

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show abstract

“…With sufficient support, teachers reported positive effects on their teaching and classroom environments, suggesting STEAM as an impactful intervention (Thompson et al, 2018). STEAM instruction was not without effort, and teachers described undergoing a "mindset shift" necessary to adjust their teaching practices and develop their own content knowledge necessary for STEAM instruction.…”

Section: Discussionmentioning

confidence: 99%

Section: Steam Professional Developmentmentioning

confidence: 99%

“…Studies have found positive impacts of sustained teacher professional learning in STEAM on participating teachers and their students (Thompson et al, 2018;Quigley et al, 2019;Conradty and Bogner, 2020;Wong et al, 2023). A study of intensive STEAM interventions suggests that STEAM can have positive effects on teachers and the classroom environment when teachers have ample, ongoing support (Thompson et al, 2018). In particular, the authors studied the impact of ongoing support in STEAM on teachers' pedagogical discontentment, or the disconnect between a teachers' goals for their own pedagogy and their actual classroom practices.…”

Section: Steam Professional Developmentmentioning

confidence: 99%

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Exploring teachers' understanding and implementation of STEAM: one size does not fit all

Boice,

Alemdar,

Jackson

et al. 2024

Front. Educ.

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IntroductionIn recent years, STEAM (science, technology, engineering, arts, and math) education has become an increasingly popular tool to promote student learning and engagement across disciplines. However, researchers and practitioners continue to note the lack of clarity around definitions of STEAM, its intended purpose, and the nature of discipline integration. In this paper, we explore teachers' understandings and implementation of STEAM as they participated in a teacher professional learning program.MethodsUsing a mixed-methods approach, we analyzed data from 4 years of program implementation with K-12 teachers across multiple schools and districts (n = 61).ResultsParticipants' understanding of STEAM was deepened through their involvement in the professional learning program, with many reflecting on their initial, often shallow, (mis)conceptualizations of STEAM. Using an integration continuum developed by the authors, we identified ways in which integration varied across the STEAM lessons teachers developed, contextualizing these findings within the changing educational landscape of the COVID-19 pandemic, as teachers transitioned between remote, hybrid, and in-person instruction. Participants shared their reflections on the personal, professional, and contextual factors that supported and hindered successful STEAM integration.DiscussionWe found that, when provided with sustained, collaborative pedagogical and material support, teachers could successfully improve their understanding of STEAM and implement STEAM lessons tailored to their grade-level and disciplinary context. Our findings reinforce that teachers need support, autonomy, and flexibility to adopt an approach to STEAM integration that best fits their classroom and school context. We discuss the implications of these findings for researchers and practitioners working to provide effective STEAM teacher professional learning.

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“…Gugun Geusan Akbar, Dede Kurniadi, The researchers responded to the COVID-19 Pandemic with various efforts made, they seemed to race with time to find a vaccine and how to fight this COVID-19 (S. F. Ahmed, Quadeer, & McKay, 2020;Caddy, 2020;Gao, Tian, & Yang, 2020;Li, Geng, Peng, Meng, & Lu, 2020;Liu et al, 2020;Prompetchara, Ketloy, & Palaga, 2020). However, most experts agree it will be 12-18 months before a coronavirus disease (COVID-19) vaccine is approved, and even longer before one is available on a wide scale (Thompson, Barber, & Bourget, 2018). With the time required for the vaccine to be applied, governments in all countries must have a strategy that can suppress this COVID-19 outbreak.…”

Section: Introductionmentioning

confidence: 99%

Content Analysis of Social Media: Public and Government Response to COVID-19 Pandemic in Indonesia

Akbar

Kurniadi

Nurliawati³

2021

JSP

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Nowadays, the use of social media to analyze disaster responses has become important. However, its application to support decision-making by the Government during disasters still present significant challenges. This article offers a complete analysis of the response of the public and the Government in dealing with the COVID-19 Pandemics in Indonesia. The content analysis uses to analyze the tweet post on Twitter to determine the public and government response. Data was collected from public and government tweets on Twitter and producing 11,578 community tweets from the public and 958 tweets from the government account. This data was collected from 2nd March until 15th April 2020. Public comments are sorted into six categories of comments, that is fate, logic, government mention, worry, scientist, and impression, while sentiments are classified as positive, negative, and neutral. Government comments are sorted into eight categories, namely information, education, operating, warnings, resources provision, volunteer recruitment, and rumors management. The results showed that the public encourages and supports the Government to cope with a pandemic think rationally and logically in dealing with this Pandemic. In addition, the study indicates that the Government has not used social media as a medium for communicating with the public. The quality of government response is not good, especially in the categories of information on operations, warnings, resources provision, recruitment of volunteers, and rumors management. The implication of this study suggests how the data might be useful for the Government in delivering information during the Pandemic.

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Steam (Science, Technology, Engineering, Art, and Mathematics) Education and Teachers’ Pedagogical Discontentment Levels

Abstract: Literature focused on the emerging implementation of STEAM (Science, Technology,

Cited by 7 publications

References 7 publications

Integrating Data Science and the Internet of Things Into Science, Technology, Engineering, Arts, and Mathematics Education Through the Use of New and Emerging Technologies

Integrating Data Science and the Internet of Things Into Science, Technology, Engineering, Arts, and Mathematics Education Through the Use of New and Emerging Technologies

Exploring teachers' understanding and implementation of STEAM: one size does not fit all

Content Analysis of Social Media: Public and Government Response to COVID-19 Pandemic in Indonesia

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