The Search for Method in STEAM Education

Education sciences, 2024

2016

Original Chinese Article: https://www.duxuan.cn/doc/26649688.html Professor Georgette Yakman and her team put forward STEAM education (science, technology, engineering, art and mathematics) on the basis of STEM education, constructed the STEAM education framework, designed the STEAM teaching process card, and STEAM education training certification. STEAM education based on mathematics, engineering and art from the perspective of science and technology, interdisciplinary concept of different subjects will be integrated for the development of modern society to provide excellent human resources support. As a researcher and practitioner in the field of STEAM education, she has helped STEAM education in the United States, Korea and other countries, and has been widely recognized by international peers. She also developed the STEAM Education website to meet the needs of different audiences for STEAM educational resources. Reporter: Professor Yakman, thank you very much for joining us. Your STEAM education research is very fruitful, in the international influence, can tell the Chinese readers about your STEAM education motivation? Professor Yakman: Depending on the nature of the comprehensive study, I solve the problem of how schools teaching a single discipline arising out of multi-level thinking. I envision turning traditional schools into integrated learning centers, giving students full access to all disciplines. Based on these assumptions and practical needs, I put forward STEAM education theory. STEAM educates students in the fields of science, technology, engineering, art and mathematics with an interdisciplinary approach, leading students to adapt to constantly changing professional knowledge and rapidly changing social life. STEAM education philosophy can be summarized as: based on mathematics, engineering and art interpret science and technology. STEAM Education supports students to understand the world in a multi-disciplined way, transforming the world in the form of comprehensive innovation, and cultivating their ability to solve problems. STEAM education is mainly based on project-based learning, problem-based learning

Texto Livre, 2023

STEAM is a recent educational approach intending the interdisciplinary teaching of science, technology, engineering, arts/humanities, and mathematics. The literature reports conceptual confusion that frequently diverts STEAM practice and research to issues concerning particular activities or contexts. Therefore, we carried out a narrative review of articles indexed in the Web of Science (WoS) to elucidate STEAM education’s history, epistemology, and divergences. As a strategy, we first focused on documents that could offer a panoramic view of the object of study – literature reviews and articles about STEAM frameworks. Through them, we identified essential discussion points and further expanded the review. As a result, we articulated rationalities about why STEAM is not a mere evolution of STEM, a teaching methodology, or just a synonym for interdisciplinarity. Furthermore, we discussed the appropriateness of interdisciplinarity in STEAM – since it is strongly supported by the disciplines and their intersections – instead of pursuing transdisciplinarity, meaning knowledge remains undefined in a holistic whole. We differentiated STEAM disciplines (list of the five knowledge areas), STEAM activities (interdisciplinary teaching unity of at least two STEAM disciplines), and STEAM education (educational approach of interdisciplinarity between all five disciplines). Finally, we defined and proposed a framework for STEAM in a table format that stresses two necessary and sufficient conditions – interdisciplinarity and the five acronym areas. The framework permits envisioning the plurality of teaching methodologies and educational objectives consistent with STEAM.

2021

The country's educational curriculum and learning models validate the STEAM framework's implementation (Science, Technology, Engineering, Art, and Mathematics). Therefore, this paper explores the theoretical frameworks relating to the development of information in the STEAM framework as an effective teaching and learning method and explains the knowledge gained in the STEAM tertiary education methodology's multidisciplinary teaching and learning usefulness. The methodology was accompanied by semi-systematic existing literature from the expression of papers published electronically from 2010-2019, located in the Scopus, Science, ISI, Scielo and, other databases following Snyder (2019) in the mapping of theoretical aspects, the identification of knowledge gaps, the combination of consulted authors and the research issue. Three kinds accompanied the validity and reliability: STEAM technique as a teaching process, multidisciplinary STEAM pedagogy, and STEAM interdependence in the curricular material. According to Levy & Ellis (2006), content validation was framed by the relevance of documents, innovation, and quality. This job is about to show when and how can a STEAM educational concept can be delivered in a system that seems to have been destroyed from its old mistakes and can give a real boost to a new oriented public school in the best possible integrated educational system for preparing students for the university and beyond. The findings highlight the advantages of the systemic condition in constructing knowledge to overcome the fragmentation of pedagogical dynamics. It concludes with the choice that STEAM offers to exercise intelligible movements in developing creative content and innovation.

2020

The ongoing in-service teacher learning or formal teacher professional development (TPD) is too conventional and de-escalating as the disciplinary skills and knowledge of teacher is insufficient to solve real world problems which are multi-disciplinary in origin. Thus, there is a critical need to explore and introduce multidisciplinary pedagogy with wise integration of science, technology, engineering, arts and mathematics (STEAM) concepts as an approach for TPD. This paper aims to explore the possible approaches of introducing STEAM pedagogy as an approach for TPD. This argumentative paper is prepared with the help of relevant and useful literatures. We argue the urgent need to integrate arts and technology in subject disciplines and design STEAM projects and training module as a neo-approach for TPD. This approach is equally useful for pre-service as well as in-service school teachers to develop multidisciplinary ways of knowing and solving real world problems.

School Science and Mathematics, 2017

STEAM, where the "A" represents arts and humanities, is considered a transdisciplinary learning process that has the potential to increase diverse participation in science, technology, engineering, and math (STEM) fields. However, a welldefined conceptual model that clearly articulates essential components of the STEAM approach is needed to conduct empirical research on STEAM's efficacy-in particular, the teaching content that should be considered when enacting STEAM teaching practices. This paper proposes a conceptual model of STEAM, providing educators with the opportunity to teach effectively using transdisciplinary inquiry. The instructional content domain of the model includes problem-based delivery, discipline integration, and problem-solving skills.

Journal of Science Education and Technology, 2016

In response to a desire to strengthen the economy, educational settings are emphasizing science, technology, engineering, and mathematics (STEM) curriculum and programs. Yet, because of the narrow approach to STEM, educational leaders continue to call for a more balanced approach to teaching and learning, which includes the arts, design, and humanities. This desire created space for science, technology, engineering, arts, and mathematics (STEAM) education, a transdisciplinary approach that focuses on problem-solving. STEAM-based curricula and STEAM-themed schools are appearing all over the globe. This growing national and global attention to STEAM provides an opportunity for teacher education to explore the ways in which teachers implement STEAM practices, examining the successes and challenges, and how teachers are beginning to make sense of this innovative teaching practice. The purpose of this paper is to examine the implementation of STEAM teaching practices in science and math middle school classrooms, in hopes to provide research-based evidence on this emerging topic to guide teacher educators.

STEAM is a developing educational model of how the traditional academic subjects (silos) of science, technology, engineering, arts and mathematics can be structured into a framework by which to plan integrative curricula. It includes review s of the epistemologies of general and discipline specific developments in conjunction with the individual discipline’s standards, as related to integrative, or holistic, education. Investigating these educational relationships to one another is currently being explored as a way to find the commons of education in relation to pedagogy and language. Along with the development of commons is the need for the disciplines to work with one another in a structure that is able to be adaptable to the many variations of discipline combinations that make up different directions that people in society pursue. This paper is an introduction to concepts on the development of such a structure.

Challenges and Opportunities for Transforming From STEM to STEAM Education, 2020

The purpose of this chapter is to describe and explain multiple methods of integrating STEAM into the curriculum for pre-service teachers. The chapter includes both stand-alone modular methods of integration and continuous integration methods that attempt to merge STEAM concepts throughout the curriculum. The advantages and disadvantages of each method are discussed, along with the challenges teachers faces as they attempt to integrate STEAM. Recommendations are made along with suggestions for the future direction of STEAM integration as the field becomes more transdisciplinary.

Journal of STEAM Education, 2022

This paper reflects my orientation on transformative STEAM educational theory and praxis in my doctoral research journey. It attempts to address the need for innovative approaches to transformative learning in response to the question-how are the agendas of the transformative praxis aligned with transformative STEAM education? Likewise, this paper brings the discourse of new approaches to transformative STEAM education by bridging the gap between philosophy, theory, and practice. Again, positing myself within critical social theories, transformative STEAM education is a host of the pedagogical engagements with theoretical roots in critical pedagogies and/or paradigms. The paper further highlights some of the ranges of theoretical perspectives, which are aligned with Habermas (1972), Freire (1996), Kincheloe et al. (2011), and Mezirow (1981, 1991, 2000, 2003) by challenging the standard normative ideological frameworks such as efficiency, effectiveness, and improvements. In this line, my notion of the transformative praxis covers the dimensions of the theory (e.g., explore), values (e.g., community values), and practices (e.g., capabilities and services). These dimensions representations pursue change while implementing culturally responsive pedagogies and addressing humanitarian crises. In this way, I tried to explain that, in the context of praxis-driven transformative STEAM education, praxis is the ego turning into itself, and practice is the ego turning to others. The paper landed by arguing the agendas of equity, empowerment, social justice, authentic learning, meaningful learning, meaning center learning, and humanizing education based on theoretical perspectives and critical pedagogies, considering the discourse of STEM metaphorically as "Avidya" and STEM with Kala as "Vidhya".