A Theoretical Framework for Developing an Intercultural STEAM Program for Australian and Korean Students to Enhance Science Teaching and Learning

Chu, Hye‐Eun; Martin, Sonya N.; Park, Jennifer

doi:10.1007/s10763-018-9922-y

Cited by 47 publications

(59 citation statements)

References 23 publications

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“…Even though integrated STEM education from kindergarten to high school is being promoted by national and international stakeholders, it was difficult to find teaching material for four-eight years old children, upheld by research in science education and involving robotics. Moreover, the existing frameworks did not seem to be very useful for helping teachers to develop integrated STEM activities (Chu et al, 2019), especially for the first schooling years (Ortiz-Revilla et al, 2018). Given this scenario, the Erasmus+ project botSTEM developed a research based didactical framework for integrated STEM education and robotics for early years, with a gender inclusive pedagogy that makes use of inquiry, engineering design methodology, collaborative work and robotics focusing on STEM content that relates to big ideas in science.…”

Section: Discussionmentioning

confidence: 99%

“…Even in the USA, where STEM approaches have been advocated since the nineties, few teachers have operationalized STEM education (Kelley and Knowles, 2016). Perhaps, many teachers consider designing and delivering interdisciplinary and multidisciplinary lessons require too much time and effort (Chu et al, 2019).…”

Section: Didactical Framework Of Stem and Robotics Stem And Sciencementioning

confidence: 99%

“…However, what can be understood as an integrated STEM approach is not clear. Nowadays, many different conceptions of curriculum integration for STEM coexist (Bybee, 2010) but only a few theoretical frameworks for teaching exist (Ortiz-Revilla et al, 2018), and the didactical guidelines are often not specific enough for teachers' implementation (Chu, Martin, and Park, 2019). Furthermore, most initiatives are addressed to teenagers, but recent research (Tytler and Osborne, 2012) points out that early childhood intervention could be very efficient.…”

Section: Introductionmentioning

confidence: 99%

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Robotics and Early-years STEM Education: The botSTEM Framework and Activities

Greca

Terceño

Fridberg

et al. 2020

European Journal of STEM Education

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botSTEM is an ERASMUS+ project aiming to raise the utilisation of inquiry-based collaborative learning and robots-enhanced education. The project outputs are specifically aimed to provide in-and pre-service teachers in Childhood and Primary Education and children four-eight years old, with research-based materials and practices that use integrated Science Technology Engineering Mathematics (STEM) and robot-based approaches, including code-learning, for enhancing scientific literacy in young children. This article presents the outputs from the botSTEM project; the didactical framework underpinning the teaching material, addressing pedagogy and content. It is a gender inclusive pedagogy that makes use of inquiry, engineering design methodology, collaborative work and robotics. The article starts with a presentation of the botSTEM toolkit with assorted teaching practices and finishes with examples of preliminary results from a qualitative analysis of implemented activities during science teaching in preschools. It turns out that despite perceived obstacles that teachers initially expressed, the analysis of the implementations indicates that the proposed STEM integrated framework, including inquiry teaching and engineering design methodologies, can be used with children as young as four years old.

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Section: Discussionmentioning

confidence: 99%

Section: Didactical Framework Of Stem and Robotics Stem And Sciencementioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Robotics and Early-years STEM Education: The botSTEM Framework and Activities

Greca

Terceño

Fridberg

et al. 2020

European Journal of STEM Education

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“…Por otra parte, los resultados obtenidos aportan evidencias de la pertinencia de la iSTEAM para la mejora competencial integral del alumnado de Educación Primaria, si es implementado de forma coherente y fundamentada, coincidiendo con las escasas propuestas que, con una fundamentación más global, aparecen en la literatura (Chu et al 2019).…”

Section: Conclusionesunclassified

Diseño y evaluación de una secuencia de enseñanza-aprendizaje STEAM para Educación Primaria

Greca

Revilla

Arriassecq

2021

Eureka

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“…At present, various STEM models articulate different ways of integrating the STEM disciplines. These, ordered from lowest to highest level of integration according to Gresnigt et al [15], are (1) nested, e.g., [16]; (2) multidisciplinary, e.g., [17]; (3) interdisciplinary, e.g., [18,19]; and (4) transdisciplinary, e.g., [20]. In contrast, the reference framework proposed by Kelley and Knowles [21] does not specify anything on this matter.…”

Section: Level Of Integration Of the Stem Disciplinesmentioning

confidence: 99%

In Search of a Long-Awaited Consensus on Disciplinary Integration in STEM Education

et al. 2021

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The emergence of STEM (Science, Technology, Engineering, and Mathematics) in research and the practice of science, technology, engineering, and mathematics education is today an unquestionable fact at international level. Despite the importance attached to STEM education, there is a lack of synthesized approaches to teaching the interdisciplinarity of STEM. This lack of synthesis can hinder a strong theoretical foundation for STEM education and possible new contributions. The purpose of this position paper is to contribute a theoretical framework for STEM education that enables the unification of criteria regarding disciplinary integration and associated teaching methods. The authors discuss disciplinary integration in STEM activities, the implication of STEM literacy, educational stage, and teaching method, and provide suggestions for future research.

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A Theoretical Framework for Developing an Intercultural STEAM Program for Australian and Korean Students to Enhance Science Teaching and Learning

Cited by 47 publications

References 23 publications

Robotics and Early-years STEM Education: The botSTEM Framework and Activities

Robotics and Early-years STEM Education: The botSTEM Framework and Activities

Diseño y evaluación de una secuencia de enseñanza-aprendizaje STEAM para Educación Primaria

In Search of a Long-Awaited Consensus on Disciplinary Integration in STEM Education

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