STEAM education

In science, technology, engineering, arts, and mathematics (STEAM) education, artificial intelligence (AI) analytics are useful as educational scaffolds to educe (draw out) the students' AI-Thinking skills in the form of AI-assisted human-centric reasoning for the development of knowledge and competencies. This paper demonstrates how STEAM learners, rather than computer scientists, can use AI to predictively simulate how concrete mixture inputs might affect the output of compressive strength under different conditions (e.g., lack of water and/or cement, or different concrete compressive strengths required for art creations). To help STEAM learners envision how AI can assist them in human-centric reasoning, two AI-based approaches will be illustrated: first, a Naïve Bayes approach for supervised machine-learning of the dataset, which assumes no direct relations between the mixture components; and second, a semi-supervised Bayesian approach to machine-learn the same dataset for possible relations between the mixture components. These AI-based approaches enable controlled experiments to be conducted in-silico, where selected parameters could be held constant, while others could be changed to simulate hypothetical "what-if" scenarios. In applying AI to think discursively, AI-Thinking can be educed from the STEAM learners, thereby improving their AI literacy, which in turn enables them to ask better questions to solve problems.

Analysis needs to be done to ensure that products in the development of the module can meet the needs of users. This study uses 10 primary school teachers to identify the requirements and specifications of the module-based science, technology, engineering and mathematics (STEM) for teaching and learning approaches in Visual Arts Education among elementary school students. Data were collected using semi-structured interviews with selected respondents participation through purposive sampling method aims. The qualitative data from this interviews, categorized and analyzed to identify themes. Three main themes have been identified. (1) The STEM suitable for the development of teaching and learning among elementary school students, (2) The existing teaching methods do not focus on the approach of intergated studies, (3) Teachers need resources and effective material for a multidisciplinary approach or easy integration for the content of teaching art education. These findings will be used to establish and develop modules in the next stage. This study discusses the concept of modular design, implementation strategies and outcomes.

Evolution of an Art Appreciation Teaching Philosophy From the Point-of-View of a Teaching Artist.
Jones, Carola
A reflective account of the "reconceptualization" of teaching strategies associated with art appreciation at Chowan University.  Focusing on two essential questions: 1) What Do I Want To Make Today?” and 2) What If?” I am researching instructional designs to construct an inclusive model to enhance student success.  Fashioning an art appreciation college course using “effective teaching practices” based on the elements of art and principles of design combined with Google for Education.

In a profession enmeshed with theoretical, intellectual, and emotional complexities, asking secondary subject specialist educators to teach outside a comfort zone of words, equations, practice and expertise, is risky. This research presents four case studies examining how teachers took such risks in the context of STEAM education, with a view to reinvigorating and effecting transdisciplinary pedagogy integrating Science, Technology, Engineering, the Arts, and Mathematics. Weaving a complex web of interpretation based on a dual framework of phenomenography and social constructivism, the research investigates two questions: (1) How can STEAM education activities be co-designed and delivered to encourage teachers to explore other ways of viewing themselves?; and (2) How does experiencing activity emotions in STEAM projects enhance or detract from the teachers’ personal identity development? Results from mixed methods data collection, including experience sampling, demonstrated the key influence of dialectical emotions experienced during STEAM learning. Such emotions encouraged shifts in teachers’ self-perception and identity as STEAM challenges were accepted, enacted and overcome. Analysing narratives of divergence from familiar and widely expected pedagogical practices, resulted in affordances of new capabilities for teachers’ sense of knowing, being and becoming, thus indicating the transformative potential in enacting a treasury of unique STEAM learning ideas.

STEM education and political priorities in the US and is rated as one way to ensure global competitiveness. Integrated approach to STEM school level gaining popularity in developed countries like the United States, South Korea, China and Australia. However, much of the debate and suggested that the study of art combined with appropriate discipline of science, technology, engineering and mathematics change STEM to STEAM. STEAM paradigm also emphasizes the importance of STEM education, but also stressed that the art has the ability to open up new ways of seeing, thinking and learning. Whereas current developments in Malaysia has started to show a deep interest and efforts on behalf of the Malaysian government to implement the STEM approach. This article discusses the development of STEM to STEAM education in the United States and the efforts made in Malaysia have begun to use this approach. This study is a qualitative study using literature review. This article proposes combining elements of art into the disciplines in STEM to STEAM in order to strengthen the STEM education, also suggest that the main thing to keep in mind to implement STEM education is to increase the interest of students and teachers' awareness of STEM education. This step involves a new approach to learning and strengthen the curriculum, teacher training and discussions with all interested parties (stakeholders) in order to make STEM education comprehensive and inclusive.

School and higher education faced several challenges to arrive at this state. The world wars, several economic crises and pandemics, etc. were the fiascos that the education system had faced. However, human beings survived and continued developing education that solved those

Özet
Bu araştırmanın amacı, asitler ve bazlar konusuna ilişkin olarak “argümantasyon temelli sorgulayıcı araştırma (ATSA)” yaklaşımına dayalı bir “STEAM etkinliği” geliştirmektir. Araştırmanın katılımcılarını sınıf öğretmenliği ikinci sınıfta öğrenim görmekte olan 26 öğretmen adayı oluşturmuştur. Araştırmada nitel “durum çalışması araştırma deseni” kullanılmıştır. Araştırmanın verileri “içerik analizi” yöntemine göre analiz edilmiştir. Verilerin toplanmasında açık uçlu sorulardan oluşan “STEAM Etkinliği Değerlendirme Formu” kullanılmıştır. Araştırma sonucunda, katılımcıların yirmi birinci yüzyıl becerilerinden yaratıcılık ve yenilik becerilerini geliştirdiklerini ifade ettikleri belirlenmiştir. Katılımcılar, STEAM etkinliği sırasında en çok roketleri tasarlama aşamasından hoşlandıklarını ifade ederken, en zorlandıkları aşamayı ise roketleri uçurma aşamaları olarak ifade etmişlerdir. Katılımcılar, etkinliklerle ilgili sürenin daha uzun olması ve malzeme çeşidinin arttırılması önerisinde bulunmuşlardır.

Anahtar Kelimeler: Sınıf öğretmenliği öğretmen adayları, STEAM etkinliği, argümantasyon temelli sorgulayıcı araştırma yaklaşımı, asitler ve bazlar konusu

Abstract
The aim of this study is to develop a “STEAM Activity” based on an “argumentation-based inquiry research (ABIR)” approach on acid and bases subjects. The participants of the study consisted of 26 primary school teacher candidates who were training in the second year of the classroom education program. Qualitive “case study research design” was used in the study. The data of research was analysed according to the “content analysis method”. The data were collected by the “STEAM Activity Education Evaluation Form”, which consists of open- ended questions. As a result of the research, it was determined that the participants stated that they developed creativity and innovation skills from twenty-first-century skills. Participants expressed that the most interest was to design the rockets stage during the STEAM Activity. On the contrary, they expressed that the most difficult stage was to fly rockets. In addition, the participants suggested that the duration of the activities should be longer, and the variety of materials should be increased.

Keywords: Primary school teacher candidates, STEAM activity, argumentation-based inquiry research approach, acids, and bases subject

There is growing enthusiasm for STEAM education in preparing students for an increasingly complex world. However, implementing STEAM in the classroom can be challenging for educators, as it may require collaboration across disciplines, increased workload, and understanding the nature of STEAM integration. This paper details a mixed-methods evaluation of a year-long STEAM teacher training program, in which a STEM teacher and an arts teacher collaborated to design and implement integrated STEAM lessons at each of the nine participating schools (n = 17). The training program consisted of a 5-week summer professional development experience, followed by ongoing financial, material, and pedagogical support during the school year, made possible by the partnership of the schools, a university, and community organizations. Findings from surveys, focus groups, and written reflections suggest that, despite certain challenges, aspects of the training program supported teacher implementation of ...

The aim of this work is to reveal the benefits arising from understanding cultural heritage issues through STEAM (Science, Technology, Engineering, Arts, Mathematics) education. Further aim is to motivate Greek teachers to combine cultural issues teaching integrated with STEM disciplines so as to give a boost to the reform of the curriculums of subjects taught in Greek schools of secondary education in the direction of in-terdisciplinarity. To this direction, arts and cultural heritage should be integrated in the educational process and subject such as Mathematics, Physics and History should be taught in a STEAM educational approach so that stu-dents' creativity and innovativeness may be boosted. A very good example of the role that cultural heritage may play is the Horologion of Andronikos Kyrrhestes, an ancient building in the Roman Agora of Athens which has recently recorded as an astronomical monument of cultural heritage by UNESCO. This monument can be used in the educational process for teaching subjects through STEAM activities, due to the in-terdisciplinary nature of knowledge (e.g. astronomy, geometry, architecture, sculpture, engineering) that was needed for both its construction and function. In this respect, a purposive sample of teachers who teach different subjects in public schools of secondary education in Greece was selected and semi structured interviews were designed recording teachers' opinions about STEAM education using as example the " Horologi-on of Andronikos Kyrrhestes " monument. The results of this research are presented here.

It has been mentioned that gifted students may not necessarily just be the ones who have high IQ and perform consistently well in their examinations but also those who are able to showcase their creative talents through content and skills gained in their academic subjects. This chapter highlights how a class of academically less-inclined students in Singapore has been able to showcase their creative talents in science and other subjects through a values-driven toy story-telling project that serves a community need. Results from this study show that the project has provided an avenue for the students’ creative talents in science and other subjects to be recognized by members of the community. The positive recognition through the students’ work instilled a sense of pride and self-worthiness amongst them.

This paper describes a quantitative study that explores teaching practices in primary education to sustain the hypothesis that students’ critical thinking may be activated through individual and group reflection. The study examines the quality of the reflections from primary school students during group processing when participating in Science, Technology, Engineering, Arts, and Math (STEAM) instructional approaches. The project’s core methodology lies in scientific (physics) and artistic (dance) instructional activities which were executed in a continuous reflective and cooperative learning environment. The educational approach was refined by analyzing the reflective discussions from focus groups where descriptive, argumentative, reflective and critical reflective knowledge about acquired knowledge, competences, beliefs, attitudes and emotions were considered. While the educational intervention proved that 1st-year (K-7) students essentially reflected at the level of description, 3...

Analysis needs to be done to ensure that products in the development of the module can meet the needs of users. This study uses 10 primary school teachers to identify the requirements and specifications of the module-based science, technology, engineering and mathematics (STEM) for teaching and learning approaches in Visual Arts Education among elementary school students. Data were collected using semi-structured interviews with selected respondents participation through purposive sampling method aims. The qualitative data from this interviews, categorized and analyzed to identify themes. Three main themes have been identified. (1) The STEM suitable for the development of teaching and learning among elementary school students, (2) The existing teaching methods do not focus on the approach of intergated studies, (3) Teachers need resources and effective material for a multidisciplinary approach or easy integration for the content of teaching art education. These findings will be used...

本文为作者受邀为2019哥伦比亚大学教书学院中美教育论坛STEAM Panel 的演讲稿。作者从自身研究实践STAEM 教学的感悟，为STEAM 师资培训提出三个具体方针：课程规划、学习环境、以及储备能力。
This is the keynote address that the author gave at the 2019 Columbia University Teacher College US-China Forum STEAM Panel. Based on her teaching and research in STEAM education, the author provides revelations and three areas for STEAM teacher training:  planning pedagogy, learning environment, and capabilities and literacy.

Fundamental to STEAM education is quality assessment in that it promotes student learning and confirms students’ conceptual understanding, learning progress, and achievement throughout the teaching-learning discourse. It is a dynamic and cyclical process wherein teachers learn about their students, as they also learn with their students, that may provide greater positive impact on students’ learning. This chapter presents the details and features of the Philippine STEAM Assessment model developed through an exploration study, observing a three-tiered analysis of interview transcriptions, observation notes, and existing documents from sampled HEIs (SUC levels 1 and 2, LUCs and non-autonomous private schools) all over the country.

The Pavlo Prydatkevych’s role in formation of professional art education in Yavoriv district is discussed. The lifepath and professional path of the teacher and artist is analyzed, his contribution to the formation of Yavoriv folk art traditions is highlighted. The continuity of Prydatkevych’ family creativity It is shown.
Keywords: cultural and educational space, professional education, art profile specialist, Pavlo Prydatkevych, Yavoriv district.

This paper describes a quantitative study that explores teaching practices in primary education to sustain the hypothesis that students’ critical thinking may be activated through individual and group reflection. The study examines the quality of the reflections from primary school students during group processing when participating in Science, Technology, Engineering, Arts, and Math (STEAM) instructional approaches. The project’s core methodology lies in scientific (physics) and artistic (dance) instructional activities which were executed in a continuous reflective and cooperative learning environment. The educational approach was refined by analyzing the reflective discussions from focus groups where descriptive, argumentative, reflective and critical reflective knowledge about acquired knowledge, competences, beliefs, attitudes and emotions were considered. While the educational intervention proved that 1st-year (K-7) students essentially reflected at the level of description, 3...

To prepare for success in a global, technologically-driven economy, PK-12 students need real-world opportunities and authentic experiences throughout their educational programs. Educational leaders–administrators, curriculum specialists/coaches, and other school and district level leaders–must create a learning environment that facilitates problem-solving and critical thinking for all students to be ready for futures in the workplace and in higher education. Elementary and secondary education curricula in science, technology, engineering, and mathematics (STEM) fields have evolved to be taught in interdisciplinary, transdisciplinary, and multidisciplinary forms. Although much information about developing and implementing STEM education curricula is available to teachers, educational leaders need more guidance regarding how to effectively lead, facilitate, and support integrative STEM education methods and practices for life-long learning and career exploration. This chapter presents information and methods to be shared between educational leadership and integrative STEM education leaders for use with educators, community partners, and school stakeholders to improve students’ access to meaningful preparations for future work and education opportunities. While individual subjects include specific knowledge and skills, leaders must work with stakeholders in their educational organizations to develop innovative and diverse approaches to integrating STEM subjects in curricula and teaching and learning methods for student success.

This book investigates different ways to deal with building a positive interdisciplinary STEAM (science, innovation, designing, expressions and math) learning condition, as portrayed by teachers over the K-20 instructive stepping stool. Essential to their prosperity, Martinez finds, is the lively and performatory approach they utilize in their instructing. Their practices are innovative, improvisational, and comprehensive, and are partaken in detail through outlines and meetings. All through the book, the writer investigates a Vygotskian social performatory way to deal with making interdisciplinary STEAM learning situations, drawing out the historical backdrop of this methodology and its achievement in cultivating coordinated effort, innovativeness, administration, and relational abilities, just as its impact on social, passionate, and psychological development in both formal and casual instructive settings.