Creating a STEAM Map: A Content Analysis of Visual Art Practices in STEAM Education

Liao, Christine

doi:10.1007/978-3-030-04003-1_3

Cited by 27 publications

(22 citation statements)

References 31 publications

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“…STEM education develops the ability to identify problems through this knowledge, enhances analytical and problem‐solving skills, develops creativity, and ensures engagement in life [64]. The need to educate students to become innovators who are able to compete in the global economy has encouraged the addition of arts, and in many cases, STEM has become STEAM [39]. STEAM refers to the integration of any art and design education into STEM, emphasizing collaboration between educators from different fields.…”

Section: Introductionmentioning

confidence: 99%

Integrated activities in STEM environment: Methodology and implementation practice

Juškevičienė

Dagienė

Dolgopolovas

2020

Comp Applic In Engineering

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Introduction Science, Technology, Engineering, and Mathematics (STEM) and STEAM (with A for Arts) have evolved to symbolize the renewal of science education. STEAM education offers a number of benefits, such as improved problem analysis and solving skills, as well as the development of creative abilities. Many researchers reiterate the importance of STEAM‐related activities and programs, especially the integration of maker education. Despite much interest in STEAM, it is often challenging for many educators to incorporate integrated activities into their teaching practice. This paper deals with the value of STEAM integration in a methodological sense, with a focus on the maker's laboratory and physical computing, as well as the application of design thinking and computational thinking approaches. Motivation and Objectives The goal of this study is to develop a comprehensive conceptual framework for integrated STEM curricula focusing on the following research questions: (a) how to improve daily activities of STEM education by combining the activities of different laboratories and using a design thinking approach? and (b) how to combine FabLab activities and physical computing related to teaching different aspects of computational thinking in the context of STEM? Research Methodology and Methods As a research methodology, we implement a mixed methods strategy to combine theoretical study and empirical research based on a synthesized literature survey and the process of iterative model development based on an observational case study. We conduct a detailed case study of two applications of integrated activities based on FabLab and physical computing integration, and illustrate how design thinking can guide teachers to open up for interdisciplinary, creative, and project‐based opportunities. Results and Findings The paper provides a conceptual framework for STEM integration activities and step‐by‐step guidelines on how design thinking methods could could interact in practice. The implications of the results may be useful for educators seeking recommendations for the integration process, which enable educators to design hands‐on activities and incorporate integrated aspect of students' STEAM learning into teaching practice. In conclusions, the authors suggest that as interdisciplinary crossroads, design thinking provides a natural bridge between subjects, and fits especially to integrate activities of the maker's labs and physical computing, focusing on the integration of computational thinking and computational making approaches within STEM education environment. The absence of a statistical evaluation, which is positioned as a further research step, may be mentioned as a limitation of the study.

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Section: Introductionmentioning

confidence: 99%

Integrated activities in STEM environment: Methodology and implementation practice

Juškevičienė

Dagienė

Dolgopolovas

2020

Comp Applic In Engineering

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“…The National Council for Teachers of Mathematics has long encouraged math teachers to "develop multiple representations and connections, and construct meanings from new situations" (NCTM, 1989, p. 125). The sequence of activities described in this article, implemented through a STEAM approach that focuses on the benefits of integrated learning (Liao, 2019), provide students with opportunities to develop such meanings and connections in the context of creating artistic geometric constructions.…”

Section: Discussionmentioning

confidence: 99%

“…In her own classroom, the second author engages students in such activities that include straightedge and compass constructions. Furthermore, the second author regularly takes a practical approach to STEAM education through arts integration, which Liao (2019) asserts is often "discussed at the level of instructional approach and lessons, although its larger goal is also 'integration,' which can be implemented in a variety of ways" (p. 41). Goldsmith et al (2016) suggest the "development of visual-spatial thinking through the visual arts could support geometry learning for students who are not succeeding in mathematics classes" (p. 56).…”

Section: Geometric Proofs and Constructionsmentioning

confidence: 99%

Promoting Geometric Reasoning through Artistic Constructions

Courtney

Armstrong

2021

European Journal of STEM Education

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“…Even though this connection was confirmed by the experiment, attempts to marry these two approaches are already studied, encouraged and funded, for example, projects developed in the frame of the European project CLIL for STEAM funded by the Erasmus+ Programme of the European Union. Moreover, current interest in STEM/STEAM education generates a lot of interesting research, real practice description, their analysis and systematization [19] which could be applied to education process at different levels. This approach is perceived by both students and educator as relevant and it should not be missed by curriculum, syllabus and module template designers at university level to further develop professional skills and to save some auxiliary disciplined in the educational process.…”

Section: Discussionmentioning

confidence: 99%

Raising the quality of designers’ professional training through STEAM and CLIL

Marnitcyna

Kaisheva

2021

SHS Web Conf.

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The issues of quality assurance in the process of professional training have always been widely discussed. The current research presents the English for Academic Purposes section of the English language course design based on the STEAM approach and the feedback model for its evaluation. The study aims to assess the role of the English language course in building professional competencies with the help of the STEAM instructional design. Qualitative and quantitative methods, a formative pedagogical experiment, and an online survey were conducted. The study shows that interdisciplinary course evaluation can be based on feedback and outcomes indicators. The content and language integrated learning methods are perceived by the students as relevant. STEAM-based course design motivates students to perform fundraising activities for further professional development and continue improving their English language skills. Thus the English language can become a valid and stable base for further interdisciplinary projects in university education. The research found that the majority of the first-year art and design students learned about MOOCs for the first time and took courses to improve their professional skills during the English Language course. The authors conclude that STEAM and CLIL methodologies have much in common and are positively evaluated by both students and academics.

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Creating a STEAM Map: A Content Analysis of Visual Art Practices in STEAM Education

Cited by 27 publications

References 31 publications

Integrated activities in STEM environment: Methodology and implementation practice

Integrated activities in STEM environment: Methodology and implementation practice

Promoting Geometric Reasoning through Artistic Constructions

Raising the quality of designers’ professional training through STEAM and CLIL

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