Exploring the effectiveness of STEAM design processes on middle school students’ creativity

Özkan, Gülbin; Topsakal, Ünsal Umdu

doi:10.1007/s10798-019-09547-z

Cited by 48 publications

(27 citation statements)

References 44 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Ozkan and Topsakal (2019) [46] "STEAM education comes to the forefront by conceptualizing in the form of (1) project-based learning, (2) technology in the context of creativity and design, (3) a multi-faceted approach to question a problem, (4) science, technology, engineering, art/human sciences and mathematics, all of which must be embedded in the problem ( 5) cooperative problem solving (Herro and Quigley 2016)." (p. 5) Kuo et al (2019) [47] Not specified.…”

Section: Study Definitionmentioning

confidence: 99%

STEM vs. STEAM Education and Student Creativity: A Systematic Literature Review

Aguilera

Revilla

2021

Education Sciences

View full text Add to dashboard Cite

STEM (science, technology, engineering and mathematics) is an educational approach that is now accompanied by the STEAM (STEM + Arts) variant. Both educational approaches seek to renew the scientific literacy of younger generations, and, with the inclusion of the arts, student creativity is described as a key skill that must receive special attention. A review is therefore presented here of empirical STEM and STEAM-based educational interventions so as to determine their potential to develop student creativity. A systematic search of papers over one decade, 2010–2020, found 14 didactic interventions on the Web of Science and Scopus databases for analysis within the review process. The analysis suggested that: (1) the interventions based both on STEM and STEAM have multiple and even contradictory forms, both in theory and in practice; (2) there appears to be a preference among researchers for the Likert-type test to evaluate creativity; and (3) both educational approaches show evidence of positive effects on student creativity. In the light of the principal findings, it was concluded that arguing for the implementation of STEAM education over STEM education, with a view to developing or promoting student creativity, is not in agreement with the evidence from the empirical studies.

show abstract

Section: Study Definitionmentioning

confidence: 99%

STEM vs. STEAM Education and Student Creativity: A Systematic Literature Review

Aguilera

Revilla

2021

Education Sciences

View full text Add to dashboard Cite

show abstract

“…In STEAM education, students are encouraged to think creatively and critically from the perspective of aesthetics, engage in creative interactions with teachers and peers, analyze themes from diverse angles, explain and evaluate their work, understand how to express their ideas, and learn from feedback to acquire more skills (Ozkan and Topsakal 2019). Therefore, the STEAM practice course requires students to integrate and use knowledge from different fields and give play to their imagination and creativity.…”

Section: Definition Of and Research On Steammentioning

confidence: 99%

“…Based on the above observations and an analysis of the feedback from students, this course, which includes iSTEAM activities that are related to the special topic, designed The circuit was covered by a belt, which made the device more attractive and would not be a burden for the animal to solve real problems, and focused on developing the students' ability to develop designs and address problems in the real world by encouraging them to put their ideas into action and make their own wearable devices for pets (Ozkan and Topsakal 2019). In addition to enhancing the students' learning motivation and participation in activities, this work strengthened their ability to integrate the knowledge of STEAM and resolve real problems (Asghar et al 2012;National Research Council 2012).…”

Section: Table 10mentioning

confidence: 99%

“…Based on mathematics and science, it is a discovery-oriented discipline concerned with solving practical problems with engineering or design methods, exploring the reestablishment of art education, and encouraging students to find creative solutions (Phelps et al 2018;Maeda 2013). Art adds a new dimension to STEM learning and inspires more young people to devote themselves to the fields of science, technology, engineering, and mathematics (Ozkan and Topsakal 2019). Many scholars have pointed out that there is a significant correlation between college students who have completed STEM-related courses before enrollment and their choice to continue in engineering-related majors (Hynes et al 2016;Miller et al 2020).…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Using an iSTEAM project-based learning model for technology senior high school students: Design, development, and evaluation

Chung

Shu-lan

Cheng

et al. 2020

Int J Technol Des Educ

View full text Add to dashboard Cite

The purposes of this study were to integrate imagination and STEAM education to construct a special topic course on wearable devices for pets for technology senior high school students studying electronic science; to explore the impacts of the learning process on students’ imagination, STEAM competences and satisfaction with learning effectiveness; and to investigate the integration of imagination into STEAM education. This study adopted the design research method and took 40 students in the third year of a special topic course in electronic science at a technology senior high school as the research subjects. The students were randomly divided into 8 groups, and teaching activities were carried out for 18 weeks. This study used questionnaire and documentary analysis methods to carry out peer evaluation, pretests, posttests and student self-report surveys to collect qualitative and quantitative data for statistical analysis and cross-validation. In this study, a new integration model of imagination and STEAM is proposed. The design research method was employed to plan the iSTEAM course and design special topic activities about real-life issues so that the degree of integration of imagination into the STEAM special topic course and the quality of the students’ work were moderately positively correlated and highly positively correlated, respectively, with students’ application of their learning from various aspects of iSTEAM, which can significantly enhance their imagination, STEAM competences, and satisfaction with their learning effectiveness. The iSTEAM teaching model can help engineering educators develop and evaluate iSTEAM courses and learning activities and provides new contributions to and research directions for STEAM education.

show abstract

“…Educational robot competitions for school-age students are increasingly popular around the world [5], and the way Maker Education integrates with STEAM education allows learners to learn by using engineering ideas and models [6]. The STEAM process involves developing innovative knowledge, so students will find new ways to explain scientific phenomena, make predictions, solve problems, and express results in certain situations [7]. The STEAM contest based on hands-on is used to cultivate learners' hands-on and STEAM skills, and the STEAM-related competitions could also enhance participants' communication, teamwork and personal skills development [8].…”

Section: Introductionmentioning

confidence: 99%