The Emergence of the Creativity in STEM: Fostering an Alternative Approach for Science, Technology, Engineering, and Mathematics Instruction Through the Use of the Arts

Marmon, Michael

doi:10.1007/978-3-030-04003-1_6

Cited by 11 publications

(12 citation statements)

References 12 publications

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“…This makes the learning of content in science more accessible (Smith & Paré, 2016) and more engaging (Bush & Cook, 2019), and it could reinforce learners' positive attitudes towards science. The STEAM educational approach, therefore, aims at the transformation of natural science teaching and learning to inform creativity (Fulton & Simpson-Steele, 2016), which may influence the attitudes of learners by minimising the barrier to knowledge practically (Marmon, 2019).…”

Section: The Steam Educational Approachmentioning

confidence: 99%

“…The inclusion of the 'A' of arts in STEM activities delivers a natural platform for transdisciplinary inquiry (Quigley & Herro, 2016), which will have a positive effect on learners' attitudes towards learning science (Yuksekyalcin et al, 2016). The STEM to STEAM shift emphasises the relevance of the arts and creativity within the traditional STEM fields (Marmon, 2019). Studies have found that creativity influences learners to attain higher levels of thought and the ability to navigate complex and stressful situations (Marmon, 2019) because critical thinking facilitates the innovation required to solve problems (ibid.).…”

Section: The Significance Of the Stem To Steam Shiftmentioning

confidence: 99%

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The STEAM vs STEM Educational Approach: The Significance of the Application of the Arts in Science Teaching for Learners' Attitudes Change

Okwara

Pretorius

2023

JCVE

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This article critically examines existing literature on the importance of incorporating the arts into the teaching and learning of science subjects in schools. It explores the significance of the STEAM educational approach as an option in science teaching and learning that might provide a range of benefits to STEM learners. STEM is an acronym for Science, Technology, Engineering, and Mathematics while STEAM stands for Science, Technology, Engineering, Arts, and Mathematics. The argument in the article is focused on why leveraging such skills as creativity, problem-solving, critical thinking, communications, self-direction, initiative, and collaboration, which are inherent in the arts, to strengthen the effective teaching and learning of science within the STEAM educational context is important for STEM learners. The STEM educational approach to science teaching and learning employs an interdisciplinary approach to problem-solving aimed at equipping learners with 21st century skills such as critical thinking, creativity, problem-solving, self-direction, initiative, collaboration, effective communication, and morals. It also aims at providing them with the opportunity to apply these skills through the practices, contexts, and processes of hands-on activities. These are targeted at understanding science and viewing science differently, which might enable them to participate in a STEM-career pathway. However, the framework for STEM does not fully support an understanding that creativity can exist in science and that science can be taught in multiple ways, including application of the arts. STEAM, on the other hand, is grounded in a transdisciplinary approach to science teaching and learning. It explores the application of the arts in science teaching and learning. This is aimed at improving the confidence, attitudes, and interests of learners in science through new approaches to problem-solving which might strengthen positive attitudes towards science. This approach incorporates the common processes of science and arts, which includes discovery, observation, experimentation, description, interpretation, analysis, evaluation, wondering, visualising, exploring, and communication.

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Section: The Steam Educational Approachmentioning

confidence: 99%

Section: The Significance Of the Stem To Steam Shiftmentioning

confidence: 99%

The STEAM vs STEM Educational Approach: The Significance of the Application of the Arts in Science Teaching for Learners' Attitudes Change

Okwara

Pretorius

2023

JCVE

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“…STEAM learning emerged in response to the need to increase students' interest and skills in science, technology, engineering, and mathematics (STEM) fields (Marmon, 2019;Quigley, et al, 2017). STEAM combines "arts" with STEM learning aimed at improving student engagement, creativity, innovation, problem-solving skills, and other cognitive benefits (Liao, 2016), and to improve the work skills (e.g.…”

Section: Introductionmentioning

confidence: 99%

The Influence of STEAM-Based Learning Application on Students' Critical Thinking Ability

Syukri

Ukhaira²,

Zainuddin³

et al. 2022

AJSE

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The learning process in Indonesia has not directed students to be able to think at a high level which resulted in the quality of education in Indonesia is still quite low. This study aims to determine the effect of the application of STEAM-based learning on students' critical thinking skills. This research is a "pree experimental design with one group pretest-posttest design" study. The population of this study were all students of class XI IPA, totaling 3 classes. Sampling was done by means of simple random sampling so that the students of class XI IPA 1 SMAN 1 Baitussalam were obtained. The data collection technique used is a test question (pretest and posttest). The results showed that the Pre-test score obtained was a minimum of 5 and a maximum value of 50, while the Post-test score of at least 60 and a maximum value of 95, the average improvement of students on the final test was more than the average score of the pretest. The results of data analysis showed the value of Sig. (2-tailed) value 0.000 0.05. This shows that H0 is rejected which indicates that there are differences in students' critical thinking results. This shows an increase in students' critical thinking through the application of a STEAM-based learning approach. These differences can be caused by differences in the learning approaches used, where in the post-test using the STEAM approach, during the learning process students are faced with a problem that must be solved with their respective group friends. In addition, students must be able to connect science concepts with concepts found in everyday life. Based on the results of the research obtained, it shows that there is a significant effect of implementing STEAM-based learning on students' critical thinking skills.

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“…No obstante, con la implementación de este enfoque han surgido algunas deficiencias que han llevado a reconvertirlo, denominándose STEAM (Science, Technology, Engineering, Arts and Mathematics) (Bequette y Bequette, 2012). Este hecho se produce debido a las numerosas investigaciones que están demostrando la imposibilidad de aumentar la creatividad de los y las estudiantes sin la introducción de asignaturas artísticas (Sochacka, Guyotte y Walther, 2016;Segarra, Natalizio, Falkenberg, Pulford y Holmes, 2018;Marmon, 2019). En este sentido, la integración de las artes y las ciencias permite a los estudiantes adquirir la capacidad integrada de descomponer simultáneamente un problema complejo usando el pensamiento convergente y luego aplicar una solución al mundo real usando el pensamiento divergente (Land, 2013).…”

Section: Introductionunclassified

La Educación Plástica, Visual y Audiovisual en el currículo español de Educación Secundaria Obligatoria. Estudio comparado entre comunidades autónomas

Mateu-Luján¹

2021

Artseduca

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Las políticas educativas internacionales derivadas de la OCDE y la Unión Europea apuntan que los sistemas educativos deberían priorizar los aprendizajes instrumentales sobre los artísticos y los humanísticos. Siguiendo estas directrices, en España, con la implantación de la LOMCE (2013), la Educación Plástica, Visual y Audiovisual pasó a ser una asignatura optativa. Así, solo se cursa de forma obligatoria en aquellas comunidades autónomas que lo han establecido en su legislación. En concreto, en este artículo se analiza cuál es la situación de la Educación Plástica, Visual y Audiovisual dentro de la Educación Secundaria Obligatoria (ESO). Para tal propósito se ha realizado un estudio comparado entre las legislaciones que configuran cada uno de los currículos autonómicos. Los resultados obtenidos muestran cómo la Educación Plástica, Visual y Audiovisual se cursa en España de forma obligatoria con una media de casi 4 sesiones a lo largo de la ESO, aunque cabe destacar que todas estas sesiones se agrupan en el 1er ciclo. Si le otorgamos un valor mínimo de 50 minutos a cada una de las sesiones, obtenemos que en España durante la ESO se cursa un mínimo de 3 h y 6 min de Educación Plástica, Visual y Audiovisual. No obstante, las diferencias entre comunidades son muy significativas. A modo de ejemplo, encontramos que Aragón, con 6 sesiones, dispone del doble de sesiones que Castilla-La Mancha y el triple que las Islas Canarias. Empero, a estas grandes desigualdades horarias entre territorios también cabe sumar las desigualdades existentes entre los aprendizajes que se adquieren. En este sentido, las comunidades autónomas de Cataluña y el País Vasco no han definido sus currículos de acuerdo con el Real Decreto 1105/2014. Finalmente, más allá de las diferencias territoriales que permita la legislación española, la Educación Plástica, Visual y Audiovisual debería ser obligatoria en todos los territorios, ya que, sin ella, estamos privando a gran parte de la población de conseguir el pleno desarrollo de la personalidad.

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The Emergence of the Creativity in STEM: Fostering an Alternative Approach for Science, Technology, Engineering, and Mathematics Instruction Through the Use of the Arts

Cited by 11 publications

References 12 publications

The STEAM vs STEM Educational Approach: The Significance of the Application of the Arts in Science Teaching for Learners' Attitudes Change

The STEAM vs STEM Educational Approach: The Significance of the Application of the Arts in Science Teaching for Learners' Attitudes Change

The Influence of STEAM-Based Learning Application on Students' Critical Thinking Ability

La Educación Plástica, Visual y Audiovisual en el currículo español de Educación Secundaria Obligatoria. Estudio comparado entre comunidades autónomas

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