STEAM education in preschool education: We design our school for our visually impaired friend

Hacıoğlu, Yasemin; Suiçmez, Esra

doi:10.1080/00368121.2022.2056111

Cited by 8 publications

(4 citation statements)

References 16 publications

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“…Students engaged in STEAM projects involving, for instance, designing a moving object or constructing a structure, can actively apply mathematical concepts. In the realm of designing a vehicle, students can employ mathematical calculations to determine the precise number of wheels required, ensuring functionality and balance (Hacıoğlu & Suiçmez, 2022).…”

Section: Figure 3 Hearing Stories and Making Toysmentioning

confidence: 99%

“…Incorporating arts into STEM education, particularly through a STEAM approach, aims to enhance science learning while promoting equity for emerging bilingual learners (Hughes et al, 2022). Also, In preschool education, educators tailor the curriculum for visually impaired companions, emphasizing STEAM education (Hacıoğlu & Suiçmez, 2022). However, research that focuses on the implementation of interactive books on literacy-based local wisdom and STEAM in ECCE units is still limited.…”

Section: A Introductionmentioning

confidence: 99%

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Implementation of Interactive Books Based on Local Wisdom and STEAM as Creative Learning in Islamic Early Childhood Education

Qomariah,

Yulia

2023

ThufuLA

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<p><em>This research aims to investigate the implementation of interactive books based on local wisdom and STEAM as a creative learning tool in Islamic Early Childhood Education, through a case study method. The study was conducted at KB-TA Amanah Bunda Lawang, Malang, focusing on the local wisdom of East Javanese language and the theme of creating traditional toys for children. Data were obtained through observations, where 80% of the students were observed learning through interactive books using the STEAM approach, and 90% of the students actively engaged in creating loose part toys after the book was read. Furthermore, feedback from the students and teachers indicated that there is a need to synchronize the illustrations and text in the STEAM interactive book. These findings provide valuable insights into the effectiveness and further development needs regarding the implementation of interactive books based on local wisdom and STEAM in KB-TA Amanah Bunda Lawang. The research recommendations include the development of more visually integrated and culturally relevant STEAM interactive books, as well as the use of teaching methods that support children's creativity and active participation.</em></p>

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Section: Figure 3 Hearing Stories and Making Toysmentioning

confidence: 99%

Section: A Introductionmentioning

confidence: 99%

Implementation of Interactive Books Based on Local Wisdom and STEAM as Creative Learning in Islamic Early Childhood Education

Qomariah,

Yulia

2023

ThufuLA

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“…Dimitrova et al further suggested that many learners with special needs can thrive in science, technology, engineering, and mathematics programs and careers if the barriers associated with learning, including those faced by children with special needs, are overcome [20]. STEAM-based learning has been shown to improve learning outcomes for deaf students [21]. Angreni revealed no significant difference in the learning models used for special needs students and regular students.…”

Section: A R T I C L E I N F O Abstractmentioning

confidence: 99%

STEAM approach to enhance the creativity of students with special needs in inclusive primary schools

Angreni,

Taula Sari,

Mursyafiela

2023

Jurnal JPSD

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“…In general, a cultural perspectivebased interdisciplinary education helps facilitate the creative transformation of traditional Chinese culture. KEYWORDS belief-action-outcome model, C-STEAM, packaging design, fine traditional Chinese culture, practical teaching, STEAM course, teaching reform 1 Introduction STEAM (Science, Technology, Engineering, Art, and Mathematics) is an interdisciplinary integrated form of education (Dinh, 2021;Hacıoğlu and Suiçmez, 2022), focusing on heuristic teaching and learning (Perignat and Katz-Buonincontro, 2019;Sha et al, 2021) and guiding students in hands-on operation and critical thinking (Yakman and Lee, 2012;Fan and Ye, 2022), as well as aiming to improve their reading comprehension (Henderika, 2021;Shinya and Tomohiro, 2023), imagination, and creativity, which can truly spur the social change caused by innovation (Yakman and Lee, 2012;Quigley and Herro, 2016). STEAM education is not just limited to the fields of engineering and science (Hernandez et al, 2014;Honoka et al, 2022), but is also closely related to the education of physical applications of art and design (Fan and Ye, 2020;Jazariyah, 2023).…”

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confidence: 99%

Integration of Shangshan culture into the STEAM curriculum and teaching: results of an interview-based study

Qian,

Ye,

Zheng

2023

Front. Psychol.

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IntroductionInterdisciplinary science, technology, engineering, arts, and mathematics (STEAM) courses are a popular trend in international education than can help inculcate creativity in students. Although STEAM courses have been widely promoted in China, they are generally unsustainable because they are merely imitations of European and American courses and lack Chinese humanistic factors; a close integration between disciplinary ideas and thinking levels is also lacking. C-STEAM, which is designed to pass down China’s culture, is a form of STEAM education with local Chinese characteristics that are focused on integrating interdisciplinary knowledge with the thought process oriented toward cultural heritage.MethodsIn this study, an innovative higher vocational college course with C-STEAM interdisciplinary principles was constructed, with art and design as the framework, and with the integration of Chinese local culture. Semi-structured interviews were conducted to sample 12 learners from a total of 90 students in the experimental class of the C-STEAM course. The study aimed to provide a deeper understanding of the effectiveness of taking a Packaging Design course combined with C-STEAM from multiple perspectives. After the interviews, based on the BAO model, coding statistics and thematic analysis were conducted to understand the learners’ beliefs, actions, and outcomes after taking the course, and their plans for acquiring C-STEAM interdisciplinary knowledge and learning Chinese local culture.ResultsThe integration of the Shangshan culture (上山文化) into the Packaging Design course proved the importance and significance of adding C-STEAM to the art design course, which helped us understand the specific feelings of students after completing the course and gain a deeper understanding of the changes in their knowledge and skills and their learning effects.DiscussionIntegrating C-STEAM education into courses related to art and design is highly warranted to encourage students to apply their interdisciplinary knowledge to artistic exploration and creation. Moreover, to effectively develop a curriculum system with local characteristics, teachers should provide more opportunities for students to explore and learn C-STEAM in the future, and integrate multiple elements into their teaching. In general, a cultural perspective-based interdisciplinary education helps facilitate the creative transformation of traditional Chinese culture.

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STEAM education in preschool education: We design our school for our visually impaired friend

Cited by 8 publications

References 16 publications

Implementation of Interactive Books Based on Local Wisdom and STEAM as Creative Learning in Islamic Early Childhood Education

Implementation of Interactive Books Based on Local Wisdom and STEAM as Creative Learning in Islamic Early Childhood Education

STEAM approach to enhance the creativity of students with special needs in inclusive primary schools

Integration of Shangshan culture into the STEAM curriculum and teaching: results of an interview-based study

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