STEAM with a Capital A: Learning Frenzy

Rufo, David

doi:10.5642/steam.201301.25

Cited by 6 publications

(6 citation statements)

References 4 publications

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“…STEAM projektus pristatančiuose straipsniuose (6) išsamiai aptariami STEAM koncepcijos įgyvendinimo etapai, akcentuojamas galutinio projekto rezultato estetinismeninis vertingumas, t. y. išskiriami jo vertinimo kriterijai bei veiksmingos meninės veiklos rodikliai. STEAM programų, menų integravimo rezultatyvumas siejamas su konkrečiu projektu, jo įgyvendinimu bei veiklos produktu-rezultatu (pvz., socialinis robotas, veikiantis įrenginys, tinkamas parodai eksponatas), jo meniniu įtaigumu, estetine verte (Hunter-Doniger, 2018;Bang-Hee et al, 2017;Rufo, 2013). Menų svarbos akcentavimas STEAM projektuose itin akivaizdus tais atvejais, kai sukurti produktai suprantami kaip STEAM programų rezultatyvumo įrodymas (Costantino, 2018).…”

Section: Menų Integravimo Procesas Ir Rezultataiunclassified

“…Kūrybinis STEAM mokymosi pobūdis yra suvokiamas kaip pasirinkimu grįsta meninė veikla (dainavimas, piešimas, šokis, keramika ir kt. ), kurioje dalyvaujama norint patraukliai pristatyti tai, ką įgyvendindami mokslinio tyrinėjimo projektus besimokantieji išmoko, atrado (Rufo, 2013). Skirtingos meninės raiškos formos tampa STEAM kūrybinės veiklos priemonėmis, kuriomis mokiniai gali ne tik įprasminti dalykines žinias, bet ir giliau suvokti vienos ar kitos srities problemų lauką, patirti mokymosi džiaugsmą (Peppler ir Wohlwend, 2018).…”

Section: Menų Integravimo Procesas Ir Rezultataiunclassified

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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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Section: Menų Integravimo Procesas Ir Rezultataiunclassified

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

Girdzijauskienė

Šmitienė

2021

PED

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“…While Malaysia's education system seems to stick to STEM education, several well-developed countries have shifted their focus to Science, Technology, Engineering, Arts, and Mathematics (STEAM) education. The importance of STEAM education is mentioned in several references, such as Rufo [10], who suggests that the presence of art education seems to increase a learner's creativity in exploring STEM subjects. Fang [11] supports the position that creative values that are learned through formal art classes can add positive qualities such as the ability to work in a team and creating healthy competition in group work.…”

Section: Figurementioning

confidence: 99%

The Visual Arts Education Crisis in Malaysia: Placement of Students into the Arts Curricular Stream at the Upper Secondary Level in Malaysian Secondary Schools

2019

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In Malaysia, the curricular subject of visual art, especially at secondary school level, pays little attention to the aspect of artistic knowledge development. Students are assigned to the arts stream based on their Level Three assessment results, which ultimately causes problems in the visual art learning process in the classroom. On the other hand, formal art education is absent among students in the science stream and visual art is perceived to be only for underperforming students, when in fact visual art can be a valuable subject for all students. This study used a qualitative triangulation method to assess the similarities between data from face-to-face interviews, observations and literature study. Visual arts education is duly needed at the upper secondary level of education in Malaysia to cultivate future generations with creative and critical minds. However, does the art education offered in the arts stream actually benefit the students who are assigned to this curricular stream based on the existing student placement system? This study aimed to investigate problems and issues in Malaysian visual arts education based on the system of student placement into curricular streams.

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“…STEAM curriculum and instruction affords students opportunities to exercise divergent thinking (Kawasaki & Toyofuku, 2013), to appreciate the complexity of digital communication (Michaud, 2014), to experiment with new ways of expressing themselves (Rufo, 2013), and to experience the inherent beauty of the natural world (Sotiropoulou-Zormpala, 2012). …”

Section: Elementary Teachers Facementioning

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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STEAM with a Capital A: Learning Frenzy

Cited by 6 publications

References 4 publications

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

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

The Visual Arts Education Crisis in Malaysia: Placement of Students into the Arts Curricular Stream at the Upper Secondary Level in Malaysian Secondary Schools

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

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