Step Into STEAM: Your Standards-Based Action Plan for Deepening MATHEMATICS and
					SCIENCE Learning Grades K-5

Cook, Kristen; Bush, Sarah B.

doi:10.4135/9781071873144

Cited by 11 publications

(5 citation statements)

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“…Therefore, teachers need to promote transdisciplinary STEAM practices that should be possibly considered in their lesson planning. Hence, Bush and Cook (2019) distinguish transdisciplinary as "going beyond the disciplines to create new knowledge or ideas". Furthermore, they recommend linking transdisciplinary student learning in more meaningful contexts with real world problems and situations.…”

Section: Steam Lesson Planning Toolsmentioning

confidence: 99%

Supporting transdisciplinary STEAM practices: Integrating architectural modelling into mathematics education through a cross-cultural dynamic lesson plan (DLP) tool

El Bedewy,

Lyublinskaya,

Lavicza

2024

RPTEL

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This paper proposes a cross-cultural dynamic lesson plan (DLP) tool that could be adopted by teachers across different cultures to implement STEAM (Science, Technology, Engineering, Arts & Mathematics) education practices. An abundance of well-developed lesson plans is available to teachers on numerous Internet sites, but the cultural diversity of such lesson plans – i.e., difficulty to customize for alignment with local curriculum and lesson plan requirements, make it difficult for teachers to utilize and share these resources – due to the lack of flexible customizations for orientation with local curriculum and lesson plan requirements. This study suggests an approach to overcome such challenges by presenting the DLP tool to assist teachers’ STEAM teaching practices using GeoGebra for learning content elaboration. Our proposed transdisciplinary STEAM practice uses architecture as a real-life example that connects mathematics learning to culture and history through mathematical modelling. This study follows a design-based research approach to develop and implement DLP tool and its related design heuristic. Moreover, the study is examining how the DLP tool can be utilized with teachers cross-culturally and how it could support teachers in professional development workshops to design transdisciplinary STEAM lesson plans. The qualitative analysis of teachers’ artefacts developed during these workshops demonstrated the versatility of DLP tool to address cultural diversity in lesson planning through these STEAM practices applications. The emerging themes from this study show that regardless of participants’ cultures, using the DLP tool to implement transdisciplinary STEAM practices could support teachers in developing operational and shareable lesson plans.

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Section: Steam Lesson Planning Toolsmentioning

confidence: 99%

Supporting transdisciplinary STEAM practices: Integrating architectural modelling into mathematics education through a cross-cultural dynamic lesson plan (DLP) tool

El Bedewy,

Lyublinskaya,

Lavicza

2024

RPTEL

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“…Creating meaningful and relevant experiences for students in mathematics is essential. When students are provided opportunities to pose questions relevant to their lives, contest injustices, and challenge how the world is shaped, the actual utility of mathematics becomes visible, and students are active parts of the solution (Bush & Cook, 2019).…”

Section: Problem Statementmentioning

confidence: 99%

Teaching mathematics for social justice: The challenges and the prospects in the Ghanaian senior high schools

Atta¹,

Bonyah²

2023

Journal of Mathematics and Science Teacher

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The<b> </b>study aimed to explore the prospects and challenges of teaching mathematics for social justice at Ghanaian senior high schools (SHSs). A non-random sample of seven respondents, including two experienced mathematics educators and five SHS students, were interviewed and analyzed qualitatively using thematic analysis. The analysis revealed seven themes: individual differences, students’ mathematics interests, participatory lessons, extracurriculars, non-interactive teaching, technology use, and cultural diversity. These thematic findings are related to technical, practical, and emancipatory knowledge constituent interests in schools and Ghanaian social, cultural, and historical settings. A teacher should utilize egalitarian pedagogy so that the students will gain practical and emancipatory skills.

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“…Integrating PBL and STEM can improve the efficiency of science and engineering courses and impact students' attitudes toward pursuing future careers (Cinar et al, 2016;Tseng et al, 2013). Integrated STEM programs could provide opportunities for students to gain significant experience and use it in various fields to address real-world problems (Atkinson & Mayo, 2010;Bush & Cook, 2019;Sari et al, 2017). Additionally, STEM education integrates instruction to foster students' knowledge and skills for real-life applications (Chen & Chen, 2021).…”

Section: Literature Review Stem: Definition and Goalsmentioning

confidence: 99%

Transdisciplinary STEM education based on Among’s philosophy implementation against engineering problem-solving and motivation: The case monochromatic light, simple laser project

Suhartono,

Cari,

Sarwanto

et al. 2023

EURASIA J Math Sci Tech Ed

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This study applied transdisciplinary STEM based on Among’s philosophy. This innovative program provides experiences using project-based learning (PBL) with limited laboratory facilities for technology learning. Involved 53 pre-service physics teachers in a physics laboratory course with the affordable cost laser creation project. STEM program using correlation study with a pre-experiment one-group pre-/post-test design approach. The instruments used include an engineering problem-solving cognition test and a motivational questionnaire regarding attitude, interest, and learning response, as well as reinforced by project report documentation. The results showed a significant improvement in engineering problem-solving cognition and motivation in STEM, with a moderately strong correlation between them. Among’s method and lab hands-on engagement contribute to a better engineering understanding and positively impact motivation. Utilizing equipment and materials at affordable costs can effectively integrate technology and engineering into practices.

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Step Into STEAM: Your Standards-Based Action Plan for Deepening MATHEMATICS and SCIENCE Learning Grades K-5

Cited by 11 publications

References 0 publications

Supporting transdisciplinary STEAM practices: Integrating architectural modelling into mathematics education through a cross-cultural dynamic lesson plan (DLP) tool

Supporting transdisciplinary STEAM practices: Integrating architectural modelling into mathematics education through a cross-cultural dynamic lesson plan (DLP) tool

Teaching mathematics for social justice: The challenges and the prospects in the Ghanaian senior high schools

Transdisciplinary STEM education based on Among’s philosophy implementation against engineering problem-solving and motivation: The case monochromatic light, simple laser project

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