Elementary Students’ STEAM Perceptions

Bush, Sarah B.; Cook, Kristin; Edelen, Daniel; Cox, R. A.

doi:10.1086/708642

Cited by 20 publications

(11 citation statements)

References 31 publications

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“…A student's ability to mentally identify themselves with and fully comprehend another person can be described as empathy (Brown, 1996;Cohen, 2001;Cooper, 2011), which importantly focuses on "feeling with" and not just "feeling for." Through our research (e.g., Bush et al, 2020;Bush & Cook, 2019;Maiorca et al, 2020;McCurdy et al, 2020), we have found that specifically developing empathy in students as they explore an inquiry under investigation can serve as a potential bridge for students who have encountered real or perceived barriers to STEM. Such barriers could be lack of access to meaningful STEM inquiries or students not seeing others who look like them doing STEM.…”

Section: Empathymentioning

confidence: 85%

“…Positioning empathy as a key access point to STEM potentially makes learning experiences more meaningful to students, thus helping them to identify and experience the impact of STEM in both their lives and the lives of others (McGee & Bentley, 2017;Sun, 2017). For example, in one study, we found that not all integrated STEAM inquiries are of equal quality, and the ones that engaged students in empathetic problem solving provided the most transformative learning experiences for students (Bush et al, 2020). In another study, we found that empathy has real potential to impact students' interest in STEM careers (Maiorca et al, 2020).…”

Section: Empathymentioning

confidence: 93%

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Equity-Oriented Conceptual Framework for K-12 STEM literacy

et al. 2021

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We introduce a conceptual framework of K-12 STEM literacy that rightfully and intentionally positions each and every student, particularly minoritized groups, as belonging in STEM. In order to conceptualize the equity-based framework of STEM literacy, we conducted a systematic review of literature related to STEM literacy, which includes empirical studies that contribute to STEM literacy. The literature on the siloed literacies within STEM (i.e., science, technology, engineering, and mathematics literacy) also contributed to formulate the necessity of and what it means to develop STEM literacy. The Equity-Oriented STEM Literacy Framework illuminates the complexities of disrupting the status quo and rightfully transforming integrated STEM education in ways that provide equitable opportunities and access to all learners. The Equity-Oriented STEM Literacy Framework is a research-based, equity and access-focused framework that will guide research, inform practice, and provide a lens for the field that will ensure each and every student, especially minoritized students, develop, and are developing STEM literacy.

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Section: Empathymentioning

confidence: 85%

Section: Empathymentioning

confidence: 93%

Equity-Oriented Conceptual Framework for K-12 STEM literacy

et al. 2021

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“…Implementasi STEAM pada anak di sekolah Amerika adalah dengan cara melibatkan anak dalam materi dan memberikan kesempatan antara materi dengan kehidupan, bekerjasama dan memecahakan masalah yang relevan, berpikir kritis, berkomunikasi secara efektif, melibatkan anak dalam metadisiplin ilmu, guru dituntut aktif dalam pembelajaran dengan memberikan serta menawarjan pilihan dalam topik pembelajaran (metode, penyelidikan, jenis produk, teknologi yang digunakan, mitra kolaboratif, dan mendemonstrasikan pengetahuannya) (Quigley & Herro, 2016). Menurut Bush et al, (2020) penerapan STEAM berfokus diantaranya: 1) memecahkan masalah otentik untuk menjadikan dunia tempat yang lebih baik, 2) Seni yang berfokus pada kreativitas, estetika, ekspresi, pribadi dan makna, 3) merancang solusi dan menyediakan sarana untuk menumbuhkan empati dan menyelesaikan masalah yang dihadapi. Sejalan dengan Cook et al, (2020) pembelajaran STEAM diterapkan dengan mengenalkan dunia nyata kepada anak, berpusat pada anak, kebutuhan kaan berbagai disiplin ilmu untuk mengatasi maslaah, dan ketrampilan kolaboratif dalam menenukan solusi.…”

Section: Rq2 Bagaimana Implementasi Steam DI Sekolah Dasar Internasio...unclassified

Systematic Literature Review: Implementasi STEAM di Sekolah Dasar Kelas Rendah

Wiryanto

Fauziddin

Suprayitno

et al. 2023

J. Obs. J. Pendidik. Anak Usia Dini

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Genarasi penerus bangsa sangat penting menghadapi perkembangan zaman di abad 21. STEAM merupakan salah satu pembelajaran yang mampu mengembangkan keterampilan abad 21 dalam bidang Pendidikan khususnya Pendidikan dasar. Tujuan dari penelitian ini yaitu untuk mengidentifikasi implementasi STEAM (Science, Technology, Engineering, Mathematics) di sekolah dasar internasional maupun nasional. Menggunakan systematic literature review (SLR) dengan pendekatan kualitatif atau disebut dengan meta-synthesis. Litetarur yang ditinjau dalam artikel ini adalah sejumlah 19 artikel yang ditemukan dalam Google Scholar. Berdasarkan hasil study literatur yang dilakukan bahwa implementasi STEAM di Sekolah dasar di Indonesia ialah memberi pertanyaan, menyusun rencana proyek, menyusun jadwal, monitoring, menguji dan menilai, mengevaluasi pengalaman. Sedangkan implementasi STEAM di sekolah dasar internasional ialah mengenali komponen materi, merancang komponen, merancang dan mengimplementasikan mempresentasikan kegiatan atau proyek yang telah dibuat bersama tim. STEAM memberikan dampak yang baik bagi anak terutama soft skill dan skill outcome

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“…Kurikulum berdasarkan ide mendidik siswa dalam empat disiplin ilmu khusus dalam pendekatan interdisipliner dan terapan adalah STEM (Science, Technology, Engineering, And Mathematics) (Hom, 2014). Untuk alasan ini, studi dan praktik yang berfokus pada disiplin ilmu lain yang terkait dengan sains, teknologi, teknik, seni, dan matematika (STEAM) telah dilakukan (Bush et al, 2020;L. Colucci-Gray, 2019;Lin & Tsai, 2021).…”

Section: Pendahuluanunclassified

“…Sebagai pengganti dari STEM, elemen kunci terintegrasi, akronim "A", mengacu pada seni dan kreativitas yang memungkinkan untuk memahami dan mengalami dunia, dimungkinkan oleh bentuk seni, praktik, atau bahkan pedagogi (Laura Colucci-Gray et al, 2019;Conradty & Bogner, 2020). Seni mengembangkan konten dan prosedur matematika dan ilmiah untuk mendorong, antara lain, kompetensi matematika dengan menyediakan metode yang sesuai untuk berhasil mempertahankan pengetahuan (Bush et al, 2020;Lin & Tsai, 2021). Oleh karena itu, pembelajaran yang dilakukan haruslah bersifat kumulatif dan incremental, karena efisiensi pembelajaran tergantung pada struktur pembelajaran serta kekayaan pengetahuan yang ada (Cousins, 2018).…”

Section: Pendahuluanunclassified

Kajian Tingkat Kompleksitas Masalah Pada Buku Pembelajaran Matematika Berbasis Taksonomi Solo

Asitah

Anam

Purnomo

2022

j. muassis. pendidik. dasar

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Mathematics is an important subject in schools, as well as among other complex subjects. Of the various difficulties of research, it is always difficult for mathematics to be the most important subject for every student. Students have difficulties that can make mistakes when working on math problems. One way to identify the appropriateness of students' responses to math problems is the SOLO taxonomy. SOLO taxonomy plays a role in determining the quality of student responses to the problems faced. Researchers used a Student Textbook entitled "Senang Belajar Matematika Untuk Siswa SD/MI Kelas 5" to classify math problems based on the SOLO taxonomy. This research is a qualitative study using content analysis. The results of the study resulted in prestructural 0%, unistructural 14.1%, multistructural 32%, relational 42.9%, and extended abstract 10.8%. The research result is also a type of mathematical problem with a scale of 156 questions. Not many types of questions with prestructural level are found in this book because the types of questions, in general, are at the beginning of the lesson which is made by the teacher himself. However, the results also show that the level of complexity of questions that are extended to abstract is not too much found in the examples of questions presented in this textbook. It is advisable to add variations to the extended abstract level question, because at this age students are already able to work on questions with a more difficult level of thinking.

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Elementary Students’ STEAM Perceptions

Cited by 20 publications

References 31 publications

Equity-Oriented Conceptual Framework for K-12 STEM literacy

Equity-Oriented Conceptual Framework for K-12 STEM literacy

Systematic Literature Review: Implementasi STEAM di Sekolah Dasar Kelas Rendah

Kajian Tingkat Kompleksitas Masalah Pada Buku Pembelajaran Matematika Berbasis Taksonomi Solo

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