How creativity, autonomy and visual reasoning contribute to cognitive learning in a STEAM hands-on inquiry-based math module

Thuneberg, Helena; Salmi, Hannu; Bogner, Franz X.

doi:10.1016/j.tsc.2018.07.003

Cited by 138 publications

(127 citation statements)

References 34 publications

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“…As an active learning strategy-or a way of learning by doing-making encompasses a wide range of activities and draws from diverse disciplines. Its connections to computer programming, creativity, design, and engineering, in particular, position making as a unique and valuable vehicle through which to ignite girls' interest in STEM, build their STEM identities, and foster their confidence to pursue STEM education and careers [20,21,64]. However, access to making programs and makerspaces remains a significant challenge in leveraging the potential of making to stimulate girls' STEM learning.…”

Section: Resultsmentioning

confidence: 99%

“…The students also reported greater engagement in the learning process and greater confidence in Theorizing STEM Education in the 21st Century their computer programming skills [20]. Similarly, Thuneberg et al [21] engaged 12-13 year old students in a product-oriented learning workshop for an math and art exhibition that combined creativity, mathematics, and engineering in the making of structures and creatures that embodied the fusion of art and technology and depicted curiosity, imagination, and play. Findings revealed that that the lowest achievers liked learning math through hands-on activities related to the exhibition, and preferred it over learning math in school.…”

Section: Equity In Stem Learning Through Access To Making and Makerspmentioning

confidence: 99%

“…One approach to immersing girls in STEM learning involves the integration of art, creativity, and design into the learning experience (aka STEAM); or, more specially, learning that embraces the enjoyment and achievement realized from the creation of physical objects-prototypes and/or esthetic and functional items-and that simultaneously demonstrates principles of science, technology, engineering and math [19][20][21]. This 'product-oriented' approach to learning purposefully embeds creativity into the learning process and positions students as active creators, rather than as passive consumers (Loudon, 2018).…”

Section: Introductionmentioning

confidence: 99%

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‘Making’ as a Catalyst for Engaging Young Female Adolescents in STEM Learning

Hyllegard¹,

Ogle²,

Diddi³

2020

Theorizing STEM Education in the 21st Century

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STEM enrichment programs have demonstrated positive impacts on young female adolescents' interest and aptitude in STEM, personal/social-psychological well-being, and educational aspirations. Introducing STEM knowledge and skills in an environment of 'making,' that is, in a setting of hands-on activities, may further enhance adolescent girls' engagement in STEM learning. The maker movement, defined as the convergence of technology and traditional artistry, has generated interest among educators for its potential to nurture STEM learning, including its capacity to engage diverse populations of youths in the making of creative objects through experimentation in science, technology, engineering, and math (i.e., STEM-based making). STEM-based making is a way to support young girls, who often approach making from an esthetic or personal expression perspective, to more fully integrate systems and technologies that advance critical thinking, innovative prototyping, and problem-solving into the making process. Insights are presented as to how STEM-based making designed for young female adolescents-a group that has traditionally had limited access to extracurricular STEM experiences as well as to makerspaces-may foster greater access to, and equity in, STEM learning. The role of universities in facilitating access to and equity in STEM-based making also is addressed.

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Section: Resultsmentioning

confidence: 99%

Section: Equity In Stem Learning Through Access To Making and Makerspmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

‘Making’ as a Catalyst for Engaging Young Female Adolescents in STEM Learning

Hyllegard¹,

Ogle²,

Diddi³

2020

Theorizing STEM Education in the 21st Century

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“…STEAM merupakan akronim dari Science, Technology, Engineering, Arts, and Mathematics. Model pembelajaran STEAM memiliki dampak terhadap anak usia dini alah satunya yaitu meningkatkan minat siswa dan pemahaman dalam teknologi dan kemampuan untuk memecahkan masalah di dunia nyata (Thuneberg, Salmi, & Bogner, 2018). Seperti yang dijelaskan oleh Kofac (2017) bahwa STEAM memuat pembelajaran berbasis teknologi ilmiah dan kemampuan dalam memecahkan masalah di dunia nyata.…”

Section: Hasil Dan Pembahasanunclassified

Efek Metode STEAM pada Kreatifitas Anak Usia 5-6 Tahun

Wahyuningsih

Pudyaningtyas

Hafidah

et al. 2019

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Penelitian eksperimen ini bertujuan untuk menguji efek metode STEAM terhadap kreatifitas anak usia 5-6 tahun. Desain eksperimen menggunakan pretest dan post test dengan jumlah responden 25 anak. Hasil penelitian menunjukkan ada perbedaan kreativitas dari sebelum dan sesudah perlakuan. Metode STEAM dapat meningkatkan kreatifitas anak. Kreativitas yang tinggi ditandai dengan Keterampilan berpikir lancar, Keterampilan berpikir fleksibel, Keterampilan berpikir orisinal dan Keterampilan berpikir merinci/elaborasi

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“…Tuloksia tukevat myös uusimmat teoreettiset avaukset matematiikan ja taiteiden yhdistetyn opetuksen alalta (Fenyvesi & Lähdesmäki, 2017) sekä STEAM (Science, Technology, Engineering, Art, Mathematics) -lähestymistavan tuottamat tutkimustulokset (ks. Thuneberg, Salmi, & Bogner, 2018).…”

Section: Johtopäätökset Ja Pohdintaunclassified

Opettajaopiskelijat suomalaisten alkuperää selvittämässä

Rantala¹,

Thuneberg²,

Salmi

2019

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Artikkeli käsittelee opettajaopiskelijoilla (N = 160) toteutettua tiedonalalähtöisen eheyttämisen opintokokonaisuutta ja siihen liittyvää tutkimusta. Tutkimuksessa selvitettiin opiskelijoiden asenteissa ja tiedonalalähtöisen eheyttämisen valmiuksissa tapahtuneita muutoksia alku- ja loppukyselyn sekä tuottamistehtävien avulla. Opintokokonaisuus, joka koostui noin kymmenestä tunnista asiantuntijaluentoja sekä neljän kuukauden aikana opiskelijoiden keskenään ja opettajiensa kanssa käymistä ryhmäkeskusteluista, vahvisti opiskelijoiden uskoa kykyihinsä toteuttaa oppiaineintegraatiota. Varsinkin ne opiskelijat, joiden mielestä asiantuntijaluennot avasivat onnistuneesti eri tieteenalojen selitysperusteita, kokivat eheyttämisvalmiuksiensa kohentuneen. Kuitenkin myös opiskelijat, jotka eivät käyneet luennoilla kokivat hyötyneensä opintokokonaisuudesta. Tämä selittynee ryhmäkeskustelujen yhteydessä opiskelutovereilta tihkuneella tiedolla. Lisäksi opintokokonaisuuden yhteydessä tehdyn DNA-testin voi olettaa herkistäneen eheyttämisteemalle nekin opiskelijat, jotka eivät käyneet luennoilla. Tutkimus osoittaa tiedonalalähtöiseen eheyttämiseen keskittyvän opintokokonaisuuden mahdollisuudet opiskelijoiden eheyttämisasenteiden ja -osaamisen kehittäjänä. Solving the origin of the Finns: A study of the impact of interdisciplinary instruction in the perceptions of student teachers to carry out discipline-based integration Abstract: The article presents the study relating to a discipline-based integration course for student teachers (N = 160) carried out in the University of Helsinki between January and May in 2018. The content of the course was the origin of the Finns. Pre and post tests were conducted to obtain students’ perceptions of their own abilities relating to the discipline-based integration and their readiness to carry it out in the future. In addition to the attitude scales, the test included writing tasks to analyse students’ disciplinary and interdisciplinary knowledge. The course showed to increase students’ faith in their own abilities to fulfill discipline-based integration. Particularly, those students who valued the ten-hours of lectures on archaeology, philology, history and genealogy thought that their disciplinary-based integrative instruction ability was improved in consequence of the course. However, also those students who did not participate in the lectures experienced the course useful. Undoubtedly, they benefited from knowledge, which has trickled in connection with the group discussions from the fellow students during the course. Another explanation seems to be the results of personal DNA tests which increased students’ interest towards the theme of the course. The study indicates the potential of the discipline-based integrative course in fostering students’ attitudes and knowledge management for discipline-based integration. It also emphasizes the importance of blending the formal instruction with informal learning in forming significant learning experiences. Keywords: discipline-based integration, multidisciplinary learning modules, elementary teacher education, university pedagogy, informal learning

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How creativity, autonomy and visual reasoning contribute to cognitive learning in a STEAM hands-on inquiry-based math module

Cited by 138 publications

References 34 publications

‘Making’ as a Catalyst for Engaging Young Female Adolescents in STEM Learning

‘Making’ as a Catalyst for Engaging Young Female Adolescents in STEM Learning

Efek Metode STEAM pada Kreatifitas Anak Usia 5-6 Tahun

Opettajaopiskelijat suomalaisten alkuperää selvittämässä

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