STEAM education

Environmental issues are becoming more multifaceted and difficult to manage, and with the preponderance of pollution shifting toward problems caused by individuals and small entities, a stronger and wider public understanding of environmental management and related issues is a growing necessity. This study identifies contents of environmental education in solid waste management (Reduce, Reuse and Recycle) and assesses the recycling interests of households through a participatory assessment. Using a survey questionnaire that addressed five stages of environmental literacy; (awareness, knowledge, understanding, attitude and skills) as well as solid waste generation, disposal and management, a multistage sampling technique was adopted for data collection. The probability sampling was used to draw 1,230 respondents not less than 18 years of age in selected households from three local government areas, classified into high, medium and low density areas. A correlation test was used to det...

STEAM Education is nowadays a key element for our current digital society. Integrating STEAM and developing competences such as Computational Thinking is highly demanded by the industry and higher education institutions. In order to do so new methodological approaches are required. RoboSTEAM project is an Erasmus+ project defined to address these topics by using of physical devices and robotics employing Challenge Based Learning methodology. One of the first steps in the project development is the definition of current landscape in the research field. Which means to carry out a literature mapping that considers previous applications of Challenge Based Learning in STEAM education and use of robots and physical devices to do so. This paper shows the mapping review process and the main results obtained. The mapping analyze 242 candidate works from the most relevant bibliographic sources and selected 54. Form them it was possible to see that there are not many initiatives on STEM Education related to Challenge base learning and the most of them are specially focused on the application of specific tools and in the development of concrete competences.

This paper presents the experience of an initatve, the EXPLORE courses, designed to bring science and technology closer to secondary school. The EXPLORE courses, organised by "EXPLORATORI: Natural Resources" project, are partcularly addressed to secondary school teachers and are conducted at Catalonia (North East of Spain). The main objectve is to provide secondary school teachers with the opportunity to explore the natural resources. Based on a combinaton of face-to-face and online learning, the programme of the courses uses an interdisciplinary approach, integratng Science, Technology, Engineering, and Mathematcs (STEM) and STEAM (STEM + art) felds. Data presented in this paper correspond to the 2012 and 2013 editons. The results, which were obtained from a writen questonnaire completed by teacher partcipants of EXPLORE courses, indicate that more than 70% of secondary school teachers were encouraged to introduce some course contents on their teaching classes afer partcipatng in an EXPLORE course.

The study aimed to determine the views of gifted students on the units on "Matter and Its Nature" using the EPTS Curriculum Model. The data was collected from four gifted 6th graders. Semi-structured interviews and diaries were analyzed thematically. Findings showed that students had positive thoughts about the unit. They stated that the lessons were taught with modeling, experimentation, computer-assisted simulation. They enjoyed learning these lessons. The students stated that they did not like the traditional education system in formal education, but they found the lessons taught in this context interesting. The fact that the students found the science courses created using this model effective and enjoyable. It shows that the stakeholders can teach science concepts more effectively and permanently by using this model. teachers should definitely use this model in their lessons, and researchers should also carry out studies where they can adapt the curriculum model to ot...

The study performed a bibliometric analysis on research literature related to ‘engineering design process’ (EDP) that has emerged as a popular approach for STEM education in K-12. The literature comprised 142 journal articles published from 2011 to 2021. There are three objectives of the study. Firstly, to identify the leading research trends of EDP for STEM education that have developed since the release of A Framework for K-12 Science Education in 2011. This framework is pivotal as it paved the way for the establishment of the Next Generation Science Standards in the United States. Secondly, to discern possible research issues on the aforesaid topic by analyzing the research trends. Lastly, to identify publications and authors that have generated prominent citation impact. Since EDP is an emergent approach for STEM education, fulfilling these three objectives can be conducive in facilitating future researchers to build upon the past foundation of research. In this study, the bibli...

In this study, we explore how to teach mathematics, science and coding through digital tools, design projects, and global competencies. We explore the question: How do upper elementary school children develop an understanding of mathematics and science coupled with coding through digital design? The theoretical framework adopted for this study is Kafai and Burke’s (2014) definition of Computational Participation: a shift from code to actual applications; a shift from tools to communities; a shift from starting from scratch to remixing; and a shift from screens to tangibles. We conducted a qualitative case study interlinked with Design-Based Research. Both STEAM camps were an outreach program for students in grades 4-8 in Ontario, Canada. The two camps were designed and facilitated by a research team from the Faculty of Education. The research team developed the curriculum through an iterative process (design-test-revise-repeat).  There were 43 students registered in the STEAM camps,...

Η ραγδαία εξέλιξη της τεχνολογίας τα τελευταία χρόνια έχει μεταμορφώσει τους τρόπους που οι άνθρωποι αλληλεπιδρούν με τη μουσική, δημιουργώντας προϋποθέσεις για νέες μορφές μουσικής δημιουργίας, έκφρασης και μάθησης. Τα παιδιά μεγαλώνουν σε ένα ψηφιακό περιβάλλον και αποκτούν τεχνολογικές δεξιότητες συνυφασμένες με τις μουσικές τους εμπειρίες, τις οποίες αναμένουν να
αξιοποιήσουν και στη μουσική τάξη. Με αυτόν τον τρόπο, οι εκπαιδευτικοί θα πρέπει να αναστοχαστούν και να επανεξετάσουν τις μορφές ενσωμάτωσης των ψηφιακών μέσων στις διαδικασίες διδασκαλίας-
μάθησης στη βάση των αναγκών των μαθητών τους για συμμετοχή σε τεχνολογικές παιδαγωγικές δραστηριότητες. Το παρόν άρθρο συζητά τα αποτελέσματα πιλοτικής παρέμβασης σε μία ομάδα είκοσι παιδιών (Γ’ – Ε’ τάξης) στο δημοτικό σχολείο του Pierce – The American College of Greece. Για διάστημα τριάντα βδομάδων, εφαρμόστηκαν μουσικοπαιδαγωγικά σενάρια αντλώντας από το δια-επιστημονικό μοντέλο STEAM, μέσα από διαδικασίες μουσικής παραγωγής, διάχυτου μουσικού υπολογισμού,
στρατηγικές κωδικοποίησης, maker movement και συνεργατικές πρακτικές DIY. Τα ευρήματα καταδεικνύουν ότι οι νεαροί μαθητές αγκάλιασαν τις δραστηριότητες με ενθουσιασμό και ενεπλάκησαν
με ενεργό και δημιουργικό τρόπο στις διαδικασίες. Φάνηκε ότι το νέο μαθησιακό περιβάλλον ενίσχυσε τις μουσικές και τεχνολογικές τους δεξιότητες, διαμορφώνοντας νέες εμπειρίες, ανοίγοντας νέους
δρόμους στη μουσική εκπαίδευση.

Οι ήχοι γύρω μας ασκούν καθοριστική επιρροή στην καθημερινότητα και διαμορφώνουν την αλληλεπίδραση με το περιβάλλον. Οι τεχνολογικές εξελίξεις έχουν μετασχηματίσει τους τρόπους που ερχόμαστε σε επαφή με τη μουσική, διαμορφώνοντας νέες και διευρυμένες μορφές έκφρασης, δημιουργίας και εκπαίδευσης, αναδύοντας μια διαφορετική αντίληψη του φαινομένου του ήχου, στο πλαίσιο των διάχυτων ακουστικών οικολογιών. Σκοπός της παρούσας έρευνας αποτελεί η σχεδίαση και υλοποίηση μίας καινοτόμου πρότασης στα μαθήματα μουσικής αντλώντας από τις διάχυτες ακουστικές οικολογίες για τη διασύνδεση μουσικής και ναυτιλίας. Η παρέμβαση εφαρμόστηκε στο Δημοτικό Σχολείο του Pierce-The American College of Greece, σε τμήματα Ε' και Στ' τάξης, περιλαμβάνοντας πρακτικές δραστηριότητες σύμφωνα με το μοντέλο STEAM με έμφαση στην ομαδοσυνεργατικότητα, την ανακαλυπτική μάθηση και τη μάθηση βάσει έργου για τη δημιουργία αυθεντικής μουσικής διδασκαλίας-μάθησης. Τα αποτελέσματα καταδεικνύουν ότι οι δραστηριότητες προσέφεραν νέες εμπειρίες στους μαθητές, οι οποίοι ενεπλάκησαν ενεργά και με ενθουσιασμό, αποκτώντας νέες μουσικές και τεχνολογικές δεξιότητες και εμπειρίες, ενισχύοντας, παράλληλα, τη δημιουργικότητα και την οικολογική τους αντίληψη.

This research paper explores art integration into a science lesson unit that follows the Next Generation Science Standards (K-PS2-1) and focuses on the effects on memory retention of key concepts along with levels of enjoyment. An experiment was conducted with children ages 3 and 4 teaching scientific concepts about gears while incorporating student-made art products. The children were assigned to alternating experimental (artintegrated) or control (no art) conditions during the four stages of the lesson. The results did not show statistically significant differences at the alpha = 0.05 level between conditions in the amount of information retained based on the pretest, posttest, and distal posttest. However, there were overall knowledge gains for both conditions demonstrated by the gain scores. It appeared that incorporating arts into the curriculum can be beneficial for children, including those of diverse cultural backgrounds, as it provides a more enjoyable learning environment....

We consider a current trend - the STEAM concept of education, as it has become popular in recent decades, including in Russia. The popularity of this concept is explained by the conditions of a dynamic and complex modern world, there is a demand for an increase in interdisciplinary ties in education. Additional education is assessed as the most optimal environment in the Russian education system for the implementation of STEAM approaches due to the lack of strict regulation of its content and requirements for its results. At the same time, attention is focused on the fact that the development of STEAM education in Russia will follow its own independent path and rely mainly on domestic experience in its implementation. We analyze educational and competitive program of the Crimean Forum of Talented and Gifted Children “Intellectual Start-Up 2023”, developed in the Children’s Technopark “Kvantorium” of “Small Academy of Sciences “Iskatel” (Yevpatoria) as one of the examples of the implementation of the STEAM concept in additional education of children. It is concluded the pedagogical significance of the results obtained and the prospects for further replication and scaling of this pedagogical experience.

Oz: Calismanin amaci, FeTeMM yaklasiminin, BILSEM'lerdeki ozel yetenekli ogrenci, ogretmen, idareci ve veli bakis acisiyla ortaya konmasidir. Arastirmada, karma-yontem arastirma desenlerinden yakinsayan paralel desen kullanilmistir. Calisma grubu, bir il merkezindeki BILSEM’in 184 ogrencisi, 79 velisi, 26 ogretmeni ve idarecisinden olusan 283 kisilik gruptur. Olcme araci olarak BILSEM ogrencilerinin tutumlarini belirlerken Yildirim ve Selvi(2015) tarafindan Turkceye uyarlanan FeTeMM Tutum Olcegi, ogretmen-idareci ve velilerin goruslerini almak icin arastirmacilar tarafindan gelistirilen anket kullanilmistir. Nicel verilerin analizinde SPSS-22 paket programi kullanilarak, Mann Whitney-U Testi ve Kruskal Wallis-H Testi yapilmistir. Anketlerdeki acik uclu sorular, betimsel analiz yontemiyle incelenmistir. BILSEM ogrencilerinin FeTeMM alanlarinda cinsiyet, sinif duzeyi ve BILSEM'de devam ettikleri programa gore istatistiksel olarak anlamli farklarin oldugu belirlenmistir. BILSEM...

The aim of the study was to determine the perspectives of gifted and talented students in Science and Art Center (BILSEM), their parents, teachers and administrators about STEM approach. The research is mixed method research and carried out by applying the convergent parallel design. The study group consisted of 283 people consisting of 184 students, 79 parents, 26 teachers and administrators of a BILSEM in a provincial center. As for the measuremet tools; STEM Attitude Scale adapted to Turkish by Yildirim and Selvi (2015) was used to determine the attitudes of students in BILSEM. And the questionnaire developed by the researchers was used to get the opinions of teachers-administrators and parents. In the analysis of quantitative data, Mann Whitney-U Test and Kruskal Wallis-H Test were performed using SPSS-22 package program. The open-ended questions in the questionnaires were analyzed by descriptive analysis. It was found that there were statistically significant differences among ...

In the face of today’s global challenges, the practice and theory of contemporary education inevitably focuses on developing the competences that help individuals to find meaningfulness in their societal and professional life, to understand the impact of local actions on global processes and to enable them to solve real-life problems [...]

The Next Generation Science Standards (NGSS) have brought a stronger emphasis on engineering into K-12 STEM (science, technology, engineering and mathematics) instruction. Introducing the design process used in engineering into science classrooms simulated a dialogue among some educators about adding the visual and performing arts to the mix. This led to proposals for a STEAM (STEM + arts) curriculum, as well as warnings that integrating the arts would weaken STEM instruction. The study summarized in this article tested the hypothesis that the arts might provide upper-elementary students, who were still concrete thinkers, with a powerful means of envisioning phenomena that they could not directly observe. This study investigated the impact of STEAM lessons on physical science learning in grades 3 to 5. Ten out of the 55 high-poverty (Title 1) elementary schools in a large urban district in California were randomly chosen as treatment schools and divided into two cohorts. Using a quasi-experimental design that holds general student scientific achievement constant, the study found that students exposed to the STEAM lessons demonstrated greater improvement on physical science benchmark assessments than students exposed to a STEM-only physical science curriculum.

A reform STEM (Science, Technology, Engineering, and Mathematics) education has become the guiding principle of science education in many countries and a focus of research efforts including Malaysia. Meanwhile, the STEAM (Science, Technology, Engineering, Arts and Mathematics) education is still new and lacking in literature search. In Malaysia, the government has not yet fully introduce in the STEAM education system but have suggested the features of STEAM education by combining an art skills in STEM education. The focus on the combination of arts in STEM education is one of the way to attract students to pursue or increase students' interest and motivation in science stream. It is also aimed to create a new generation of multi-skilled professionals that are capable in creatively integrating knowledge from different fields of study to solve problems effectively and create an innovation. Nevertheless, the STEAM education is new and has not enough empirical data regarding teachers' teaching strategies especially in the new curriculum, KSSM. An effective STEAM education requires teachers to have a correct method in enhancing student's ability. High school teaching strategies based upon 21 st century teaching and learning have become the suitable methods for STEAM education. The development of various scientific models and theories play a central role in scientific inquiry and enhancing student's thinking ability. Model-based inquiry would be important in improving the learning of STEM subject. Thus, the role of teacher as an implementer of the new innovation in education should be taken seriously. This study aims to explore teacher's STEAM teaching strategies in new curriculum. This qualitative study was conducted using semi-structured interview questions to explore the practice and conception of secondary school teacher on STEAM teaching strategies especially in model based inquiry. The participants were selected using purposive sampling among teacher in Johor Bahru district that have experience in teaching the new KSSM curriculum in form 1 and form 2. The analysis was performed by using constant comparative method that was carried out simultaneously during data collection. Based on the findings, the participants carried-out the inquiry based learning as a teaching method selectively according to the topic. The participants also did not understand deeply about STEAM education. Thus, through the implementation of active teaching strategies, it was expected that students' interest in STEAM related field will be enhanced despite limited teachers' understanding about STEAM education.

Environmental issues are becoming more multifaceted and difficult to manage, and with the preponderance of pollution shifting toward problems caused by individuals and small entities, a stronger and wider public understanding of environmental management and related issues is a growing necessity. This study identifies contents of environmental education in solid waste management (Reduce, Reuse and Recycle) and assesses the recycling interests of households through a participatory assessment. Using a survey questionnaire that addressed five stages of environmental literacy; (awareness, knowledge, understanding, attitude and skills) as well as solid waste generation, disposal and management, a multistage sampling technique was adopted for data collection. The probability sampling was used to draw 1,230 respondents not less than 18 years of age in selected households from three local government areas, classified into high, medium and low density areas. A correlation test was used to det...

Bilim senlikleri genellikle Milli Egitim Bakanligi’na bagli okullar marifetiyle gerceklestirilen ve TUBITAK tarafindan desteklenen (butce, materyal vb.) bir arastirma ve proje calismasi etkinligidir. Bilim senliklerinin en onemli amaci ogrencilere farkli bakis acilari kazandirmak ve fen bilimleri alanina yonelik olumlu tutum gelistirmelerini saglamaktir. Bu amacla yapilan bu calismada, Kastamonu ilinde 2018-2019 egitim ogretim yilinda gerceklestirilen TUBITAK 4007 Bilim Şenligi projesi ilkogretim ogrencileri ve atolye liderlerinin gorusleri dogrultusunda incelenmistir. Arastirma surecinde tarama yontemi kullanilmistir. Veri toplama araci olarak organizasyon degerlendirme ve katilimci degerlendirme olcegi kullanilmistir. Arastirmanin orneklem grubunu 10-11 Ekim 2018 tarihleri arasinda bilim senligini ziyaret eden 1200 ilkokul ve ortaokul ogrenci ile yine ayni tarihlerde bilim senliginde gorev yapan 50 kisilik atolye liderleri olusturmaktadir. Elde edilen calisma sonuclari SPSS 23.0 p...

Artificial intelligence technologies have become popular in recent years. The question of whether chatbots can be used in academic writing or research in artificial intelligence applications attracts the attention of many researchers. Can conducting a scientific research with artificial intelligence help in the research process? Can AI work like a co-writer? In this study, the opportunities and challenges experienced in the scientific research process using the ChatGPT application were examined. Its critiqued and included a previous study in the scientific research process under specific themes. The results show that while artificial intelligence technologies provide opportunities to researchers in terms of approval, creativity, and offering different perspectives, it is seen that there are reliability problems in producing content and it brings ethical and plundering issues. Therefore, artificial intelligence does not write articles for you but provides some tips and support in article writing.

As the 21st century progresses, expectations and demands for STEM and STEAM education are increasing (Dönmez et al, 2022). Developed and developing countries are trying to increase the practice of students and teachers in STEM education by revising their education programs. STEM education, which emerged as a result of the increasing global economic and scientific competition, is seen as an educational approach that helps develop individual life skills and increase social welfare. One of the ultimate goals of the STEM education approach is to equip the individual with skills that enable the individual to solve real-life problems with a transdisciplinary education approach (Dönmez & Gülen, 2021). STEM education is aimed to implement multiple disciplines integrated with each other and within the framework of a common theme. It is known that these disciplines include sciences such as engineering, art, and technology along with many branches of science (Dönmez et al., 2021). It is import...

This qualitative study based on grounded theory was conducted among 49 active student leaders of Indonesia to determine how students perceived the situation of environmental education in their senior high schools and how the issue of air pollution is tackled in their conservative classrooms. The responses from semi structured interviews were specifically coded using the principle of open, axial, and selective coding and the content were systematically categorized, compared, and summarize to explicitly elicit the context of students' general perceptions. Indonesian students acknowledge: (i) worsening situation of air quality brought by the combination of anthropogenic and natural causes, (ii) social media platforms to be the major available source of information and (iii) issues about air pollution are urgently needed to be address through innovations in the current environmental education system of the country by incorporating a curriculum emphasizing the concepts of sustainability.

STEM education aims to cultivate innovative talents by improving students' ability to comprehensively apply interdisciplinary knowledge in solving practical problems. This paper first develops an innovation event model through the analysis of 50 historical innovation events that can be traced back to whole human history. The model divides the realization process of those innovation events into four steps: 1) pointing out a problem, 2) proposing solutions to the problem, 3) concrete implementation of those solutions, and 4) iterative modification process. And then, the relationship between innovation event model and STEM education is established from the perspectives of subject integration and constructivism of STEM education. Based on this model, we can understand some key issues in the implementation of STEM education from a top-down view, including the nature of STEM education, the knowledge integration model, and the relationship between subject-specific education and integrated education. This will help to gradually improve our cognition and understanding of STEM education, so as to achieve its initial goal of integrated and innovative education. This article will contribute to a holistic rethinking about how to renovate STEM education in different levels of schools and colleges, equipped with such an innovation event model.

In a student-initiated fort-building activity for 4th- and 5th-grade students, the author explores multiple concepts the students used throughout the activity. These include scientific concepts as students explored the outdoors searching for building materials, developing new technologies as students found efficient methods and tools for the building process, using engineering skills as they constructed the forts, utilizing art-based
thinking to design the interior and the exterior of the forts, and employing mathematics to estimate the appropriate size and shape of each fort.

This study was conducted with three aims. The first aim of our study was to examine both construct-related validity and content validity of the Atmosphere-related environmental problems diagnostic test in Bosnia and Herzegovina university student sample. The Atmosphere-related environmental problems diagnostic test is a three-tier multiple-choice diagnostic test consisting of 13 questions on global warming, greenhouse effect, ozone layer depletion and acid rain. The second aim of this study was to examine scientific understanding as well as misunderstanding of atmosphere-related environmental problems among B&H university student sample. Finally, the third aim of our study was to compare scientific understanding and misconceptions of the atmosphere-related environmental problems with respect to educational background. A total of 445 students of three faculty participated in the research. Results indicate that Atmosphererelated environmental problems diagnostic test measures a single construct of general scientific knowledge about atmosphere-related environmental problems. In addition, the content validity and reliability were satisfactory. Results obtained in our study show that students' overall understanding of each content area was low but comparable to knowledge of pre-service teachers in the USA. Similar to earlier research, most incorrect answers resulted from lack of knowledge rather than from misconceptions. Students who attended ecology classes scored higher than students who had not attended these classes. However, although having higher scores on Atmosphere-related environmental problems diagnostic test, students who attended ecology classes also exhibited more misconceptions related to atmosphere-related environmental problems compare to who had not attended ecology classes. This finding indicates that in the context of university education in Bosnia and Herzegovina, one has to also check for possible sources of didaktikogenic misconceptions related to environmental education. Identifying and understanding their possible origins is critical for designing better educational materials and programs.

Environmental issues are becoming more multifaceted and difficult to manage, and with the preponderance of pollution shifting toward problems caused by individuals and small entities, a stronger and wider public understanding of environmental management and related issues is a growing necessity. This study identifies contents of environmental education in solid waste management (Reduce, Reuse and Recycle) and assesses the recycling interests of households through a participatory assessment. Using a survey questionnaire that addressed five stages of environmental literacy; (awareness, knowledge, understanding, attitude and skills) as well as solid waste generation, disposal and management, a multistage sampling technique was adopted for data collection. The probability sampling was used to draw 1,230 respondents not less than 18 years of age in selected households from three local government areas, classified into high, medium and low density areas. A correlation test was used to determine the relationship between the knowledge of respondents about waste management and their waste management practices. Findings showed that the knowledge for employing reduction/avoidance, reuse and recycling methods was acquired at a tender age through parents, siblings or relations, and at school. Findings also showed no significant relationship between the knowledge of respondents about the content of Environmental Education (EE) and their waste management practices with a coefficient correlation of 0.107 and p: 0.552 > 0.05. Furthermore, the assessment showed that 96% of the individuals were interested in recycling. Deploying environmental education has a significant impact on waste management practices and early childhood knowledge acquisition is vital to environmental education

Computational Participation (CP) expands upon Computational Thinking (CT) by incorporating themes of problem-solving, creativity, and digital collaboration and communication. In the Fall of 2021, we partnered with two school boards to facilitate Professional Learning (PL) sessions with a broad community of educators and co-facilitated learning sessions with select classroom teachers. Both PL and co-facilitation learning sessions related to curriculum expectations for mathematics and coding. Instead of teaching coding for coding’s sake, our goal was to prepare teachers to use coding to help students understand mathematics under the pedagogical framework of CP. The questions guiding our overall research were to identify ways teachers can integrate CP while teaching mathematics in a meaningful way and identify the various learning opportunities that students gain when CP is integrated. Our research indicated that CP results in learning environments supportive of collaborative learning,...

Because of the structural parallelisms between music and computing, it has long been suggested that coding music could be a good way for young children to engage in and learn about computer science (CS). Despite these suggestions, coding music has not reached a wider audience of young children, and the approach's potential to engage them has not been thoroughly demonstrated. To facilitate the adoption of coding music activities, we created M-flow, a flow-based programming platform that allows young children to code music intuitively from the outset. Then, we developed a standards-aligned curriculum that teachers applied in their fourth-grade classrooms. Surveys indicate that children were greatly engaged, the experience successfully exposed them to and increased their self-efficacy toward programming. Our results indicate that with the appropriate coding platform, coding music can be a powerful way to engage children in CS. CCS CONCEPTS • Applied computing → Education; • Human-centered computing → Interactive systems and tools.

STEAM Education is nowadays a key element for our current digital society. Integrating STEAM and developing competences such as Computational Thinking is highly demanded by the industry and higher education institutions. In order to do so new methodological approaches are required. RoboSTEAM project is an Erasmus+ project defined to address these topics by using of physical devices and robotics employing Challenge Based Learning methodology. One of the first steps in the project development is the definition of current landscape in the research field. Which means to carry out a literature mapping that considers previous applications of Challenge Based Learning in STEAM education and use of robots and physical devices to do so. This paper shows the mapping review process and the main results obtained. The mapping analyze 242 candidate works from the most relevant bibliographic sources and selected 54. Form them it was possible to see that there are not many initiatives on STEM Education related to Challenge base learning and the most of them are specially focused on the application of specific tools and in the development of concrete competences.

In recent time, learning and teaching strategies have been significantly influenced by globalization. Latest technologies have altered how information is presented and how students interact with that information. Not only would educators have to cope with new technologies and a new generation of learners of different learning attitudes and styles but they also ensure that the learners are prepared to meet the 21 st century dynamic workplace needs. This papers findings indicates that lecture learning technique is still the popular learning method in institutions of higher learning but the technique does not adequately helping in preparing learners meet the demand and needs of 21 st century workplace. However, although learners suggested skills training, problem based, online and lecture techniques respectively as the best technique that can help learners meet the challenges of workplace is through using it was revealed that 60% of the learning is through lectures, 12% online learning, 10% problem solving and 6% skills based training. In overall learners support that hybrid of all four techniques as the best method to help them overcome challenges of workplace. The paper recommends that institutions of higher learning should adopt hybrid of learning techniques that will prepare learners meet the ever changing workplace needs, this can only be achieved through aligning the curriculum and techniques of delivery with current demands.

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 article investigates the versatile oeuvre of the docent of the Department of Applied and Decorative Art in Kosiv Institute of Applied and Decorative Art of Lviv National Academy Yosyp Pryimak. Yosyp Pryimak is a member of National Artists' Union in Ukraine, an experienced teacher, artist-master of woodwork, the author of numerous publications about folk artists in Hutsulschyna and a public figure. Since 1970 Yosyp Pryimak is a teacher of professional disciplines in Kosiv specialized school of applied art, then Kosiv technical school of folk art crafts named after V.Kasian, then college and institute.

The aim of this study is to examine how the middle school students participating in the project “Artvin Bilim ve Robotikle Renkleniyor”, which was conducted in Artvin as part of the Scientific and Technological Research Council of Turkey (TUBITAK) 4004 Nature Education and Science School program, evaluate the project and the activities in it. In the project, all participants were asked to evaluate the activities with student diaries. Additionally, interviews were conducted with the students on the last day of the project in order to determine their general thoughts on the project and the activities in it. In the study conducted with the qualitative research method, the diaries and end-of-project views of the students were analyzed with content analysis. The data of the study were obtained from a total of 30 students in 6th and 7th grades at six middle schools in Artvin. 19 of the students are female and 11 are male. 14 of these students are in sixth grade and 16 of them are in seven...

In this practical article, a kindergarten teacher shares a lesson designed to teach students about the power of wind. To address the Next Generation Science Standards engineering standards, students discussed the negative and positive aspects of wind and made daily weather observations (K-ESS2-1). Students constructed birdshaped windsocks, called windbirds, to explore how the shape of the object allowed it to move in the wind (K-2-ETS1-2). To address the National Core Arts Standards, creative arts were integrated as students designed cylindrical windbirds of colorful materials. The windbirds were used to observe the effects of wind in the students' outdoor environment at school. Students read both fiction and nonfiction books to increase their understanding of wind related concepts, learning how windmills can harness the power of the wind (K-ESS2-1). The article provides a review of related literature and a detailed plan of the lesson taught by the teacher.

The conventional linear model of pedagogical practices promotes subject-centric memorizing, considering learners as knowledge recipients rather than generators of knowledge. This pedagogical practice degrades educational values by ignoring alternative inquiry-based visionaries and meaning-making approaches. Different forms of art in pedagogy, such as poetry, autobiographical reflection, and visual arts (i.e., paintings and cartoons) that capture learners' personal experiences, on the other hand, might be considered as one of the alternative models for a meaningful and critical understanding of the core and complex phenomena of the diverse world. Thus, the paper investigates the traditional linear pedagogical model and the critical transformative model utilizing Habermasian Knowledge's consecutive interests (technical, practical, and emancipatory) as the theoretical referent and metaphors for critical discourses of such pedagogical practices.

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 us...

This study applied transdisciplinary STEM based on Among’s philosophy. This innovative program provides experiences using project-based learning (PBL) with limited laboratory facilities for technology learning. Involved 53 pre-service physics teachers in a physics laboratory course with the affordable cost laser creation project. STEM program using correlation study with a pre-experiment one-group pre-/post-test design approach. The instruments used include an engineering problem-solving cognition test and a motivational questionnaire regarding attitude, interest, and learning response, as well as reinforced by project report documentation. The results showed a significant improvement in engineering problem-solving cognition and motivation in STEM, with a moderately strong correlation between them. Among’s method and lab hands-on engagement contribute to a better engineering understanding and positively impact motivation. Utilizing equipment and materials at affordable costs can eff...

Artificial intelligence technologies have become popular in recent years. The question of whether chatbots can be used in academic writing or research in artificial intelligence applications attracts the attention of many researchers. Can conducting a scientific research with artificial intelligence help in the research process? Can AI work like a co-writer? In this study, the opportunities and challenges experienced in the scientific research process using the ChatGPT application were examined. Its critiqued and included a previous study in the scientific research process under specific themes. The results show that while artificial intelligence technologies provide opportunities to researchers in terms of approval, creativity, and offering different perspectives, it is seen that there are reliability problems in producing content and it brings ethical and plundering issues. Therefore, artificial intelligence does not write articles for you but provides some tips and support in article writing.

This research paper explores art integration into a science lesson unit that follows the Next Generation Science Standards (K-PS2-1) and focuses on the effects on memory retention of key concepts along with levels of enjoyment. An experiment was conducted with children ages 3 and 4 teaching scientific concepts about gears while incorporating student-made art products. The children were assigned to alternating experimental (artintegrated) or control (no art) conditions during the four stages of the lesson. The results did not show statistically significant differences at the alpha = 0.05 level between conditions in the amount of information retained based on the pretest, posttest, and distal posttest. However, there were overall knowledge gains for both conditions demonstrated by the gain scores. It appeared that incorporating arts into the curriculum can be beneficial for children, including those of diverse cultural backgrounds, as it provides a more enjoyable learning environment....

This research involves a multi-year study examining the perspectives and classroom practices of 21 middle school mathematics and science teachers, in the southeastern United States, participating in professional development (PD) exploring science, technology, engineering, art and mathematics (STEAM) literacies. This study sought to understand teachers' perceptions and practices before and after a PD in which STEAM integration was explored through project-based learning involving the political, social, economical, environmental and historical context of a local river. Participants used digital media as a means of communicating and collaborating with peers and mentors, collecting and analyzing data, and creating and sharing projects. Results suggest teachers increased their understanding of STEAM to teach content and perceived the STEAM PD as an effective initial step to change practice, citing the importance of collaboration and technology integrated directly into the learning process. Implications from this study offer other teacher educators valuable considerations towards developing successful STEAM PD to effect successful STEAM teaching.

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.

The tremendous changes in Malaysia education system is an initiative of Ministry of Education (MOE) to prepare high quality work force to ensure the nation sustainability towards developed nation by 2020 year. To meet the demands of this mission, the transformation in education system should be done by reviewing the implemented curriculum. A comparison between Integrated Curriculum for Secondary School (ICSS) and Standard Curriculum for Secondary School (SCSS) is an effort to prepare students towards the futuristic skills. The implementation of the new curriculum corresponded to the Malaysia Education Blueprint (MEB) 2013-2025 launched by former Ministry of Education in 2013 to set Malaysia education system at par with international education systems around the globe. Basically, the Accounting Principles as a subject is significant in aspiring and motivating students towards the professional practices. The transformation of the curriculum ensure that this subject remain relevant to the time and fulfill all the requirements of international standards as set by professional accounting bodies.

STEAM Education is nowadays a key element for our current digital society. Integrating STEAM and developing competences such as Computational Thinking is highly demanded by the industry and higher education institutions. In order to do so new methodological approaches are required. RoboSTEAM project is an Erasmus+ project defined to address these topics by using of physical devices and robotics employing Challenge Based Learning methodology. One of the first steps in the project development is the definition of current landscape in the research field. Which means to carry out a literature mapping that considers previous applications of Challenge Based Learning in STEAM education and use of robots and physical devices to do so. This paper shows the mapping review process and the main results obtained. The mapping analyze 242 candidate works from the most relevant bibliographic sources and selected 54. Form them it was possible to see that there are not many initiatives on STEM Education related to Challenge base learning and the most of them are specially focused on the application of specific tools and in the development of concrete competences.

To be successful in a STEM career, not only STEM knowledge and skills but also creativity is required. Therefore, the arts have been integrated into STEM disciplines and subsequently designated as STEAM education (Sousa & Pilecki, 2013). One example of informal learning environments that STEAM education provided is a summer camp. In this study, middle and highs school students' use of their creativity in the Project-based Learning (PBL) courses was examined to determine students' belief about the use of the arts in STEM activities. The results showed that students believed that they used their creativity in eight of the nine classes.

Computational Participation (CP) expands upon Computational Thinking (CT) by incorporating themes of problem-solving, creativity, and digital collaboration and communication. In the Fall of 2021, we partnered with two school boards to facilitate Professional Learning (PL) sessions with a broad community of educators and co-facilitated learning sessions with select classroom teachers. Both PL and co-facilitation learning sessions related to curriculum expectations for mathematics and coding. Instead of teaching coding for coding’s sake, our goal was to prepare teachers to use coding to help students understand mathematics under the pedagogical framework of CP. The questions guiding our overall research were to identify ways teachers can integrate CP while teaching mathematics in a meaningful way and identify the various learning opportunities that students gain when CP is integrated. Our research indicated that CP results in learning environments supportive of collaborative learning,...