Exploring Simple Machines With Creative Movement

Lindquist, William; James-Hassan, Martha; Lindquist, Nathan C.

doi:10.4018/978-1-5225-2334-5.ch005

Cited by 3 publications

(3 citation statements)

References 5 publications

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“…This article is the product of a two-year fieldwork observation in Sarawak. Using the "mobile ethnography" (Marcus, 1995;Lindquist, 2017) approach, this study started off by talking to a trafficked Filipino woman, Q, who arrived in Kuching in March 2017. Primary data were obtained from Filipino migrant workers, and secondary data were collected from historical documents such as the Sarawak Gazette, newspapers and State government reports.…”

Section: Methodsmentioning

confidence: 99%

“…Studies conducted before the coming of the Brookes showed the relative dynamism of the economy despite undeveloped road networks and inaccessibility to communities up in the periphery. Through the years, Sarawak relied on neighbouring Kalimantan, in Indonesia, to provide labour in oil palm plantations, timber, sawmill and pepper farming to name a few (van Schendel, 2005;Lindquist, 2017). Filipinos, on the other hand, capitalised on the porous borders, with a few cases of men and women entering the border via Sipitang in Sabah, then Miri.…”

Section: Engendering Undocumented Workersmentioning

confidence: 99%

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Foreign Labour Migration in Sarawak, East Malaysia

Lumayag

2020

International Migration

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Foreign labour force participation in Sarawak is thirteen per cent (about 138,027) workers from Indonesia, Philippines, Myanmar, China and India, among others. This article attempts to describe the management of foreign labour employment in Sarawak. It also attempts to identify challenges and issues that current migration regulations have generated and which have impacted the society. Using the Filipino migrant workers as informants, a two-year period of fieldwork observation was conducted, using personal interviews and observations following the 'mobile ethnography approach'. While Sarawak maintains its immigration control as part of the State safety net, the interplay between state and federal laws engenders contradictions that may be detrimental to the people and to society. This article argues that the claimed autonomous position of Sarawak in regard to immigration is not equated to better labour migration management in relation to the federal government's approach to labour migration in Malaysia.

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Section: Methodsmentioning

confidence: 99%

Section: Engendering Undocumented Workersmentioning

confidence: 99%

Foreign Labour Migration in Sarawak, East Malaysia

Lumayag

2020

International Migration

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“…For instance, the scientific concept of force and motion (STEM) can be taught using human movements, i.e., dance (STEAM). This deepens and embodies the learning and helps learners consolidate their understanding of the theory, concepts, and skills (Lindquist et al, 2017). Cook et al (2017) also emphasise the importance of the integration of the arts in science lessons, since they have the potential to engage learners more deeply.…”

Section: The Significance Of the Stem To Steam Shiftmentioning

confidence: 95%

The STEAM vs STEM Educational Approach: The Significance of the Application of the Arts in Science Teaching for Learners' Attitudes Change

Okwara

Pretorius

2023

JCVE

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This article critically examines existing literature on the importance of incorporating the arts into the teaching and learning of science subjects in schools. It explores the significance of the STEAM educational approach as an option in science teaching and learning that might provide a range of benefits to STEM learners. STEM is an acronym for Science, Technology, Engineering, and Mathematics while STEAM stands for Science, Technology, Engineering, Arts, and Mathematics. The argument in the article is focused on why leveraging such skills as creativity, problem-solving, critical thinking, communications, self-direction, initiative, and collaboration, which are inherent in the arts, to strengthen the effective teaching and learning of science within the STEAM educational context is important for STEM learners. The STEM educational approach to science teaching and learning employs an interdisciplinary approach to problem-solving aimed at equipping learners with 21st century skills such as critical thinking, creativity, problem-solving, self-direction, initiative, collaboration, effective communication, and morals. It also aims at providing them with the opportunity to apply these skills through the practices, contexts, and processes of hands-on activities. These are targeted at understanding science and viewing science differently, which might enable them to participate in a STEM-career pathway. However, the framework for STEM does not fully support an understanding that creativity can exist in science and that science can be taught in multiple ways, including application of the arts. STEAM, on the other hand, is grounded in a transdisciplinary approach to science teaching and learning. It explores the application of the arts in science teaching and learning. This is aimed at improving the confidence, attitudes, and interests of learners in science through new approaches to problem-solving which might strengthen positive attitudes towards science. This approach incorporates the common processes of science and arts, which includes discovery, observation, experimentation, description, interpretation, analysis, evaluation, wondering, visualising, exploring, and communication.

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Culturally Relevant Preparedness Using STEAM Integrative Teaching in the Classroom

McKeen

2019

Handbook of Research on Assessment Practices and Pedagogical Models for Immigrant Students

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Although there exist some studies that examine culturally relevant teaching and its positive impact on learning outcomes; overall, these studies are not abundant, and teachers are generally unaware of the educational frameworks that would allow them to apply their theoretical knowledge of culturally relevant preparedness in practice. In this respect, STEAM can be a perfect solution for reinforcing culturally relevant teaching at schools. First, culturally relevant teaching requires certain conditions (e.g., diversity, inclusion, a teacher's willingness to learn, etc.) that are inherent in the STEAM educational framework. Second, the STEAM educational framework shares similar values with culturally relevant teaching (e.g., brain focus on social and cross-cultural skills, pedagogical focus on teachers' learning, etc.). Finally, the literature review demonstrates that there are numerous strategies of using the STEAM educational framework to reinforce culturally relevant teaching (e.g., to design a culturally relevant program based on STEAM).

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Exploring Simple Machines With Creative Movement

Cited by 3 publications

References 5 publications

Foreign Labour Migration in Sarawak, East Malaysia

Foreign Labour Migration in Sarawak, East Malaysia

The STEAM vs STEM Educational Approach: The Significance of the Application of the Arts in Science Teaching for Learners' Attitudes Change

Culturally Relevant Preparedness Using STEAM Integrative Teaching in the Classroom

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