Tech-Savvy Girls: Learning 21st-Century Skills Through STEAM Digital Artmaking

Liao, Christine; Motter, Jennifer L.; Patton, Ryan

doi:10.1080/00043125.2016.1176492

Cited by 42 publications

(28 citation statements)

References 14 publications

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“…Regardless of good programs and supports, student assessments in STEM fields still have not changed to the expected level (Oljace, 2013). Therefore, there has been some research and debate that suggest integrating arts-related skills and activities into STEM subjects can significantly raise student motivation and learning engagement (Liao et al, 2016;Patton, 2016;Patton & Knochel, 2017;Riley, 2014;Rufo, 2013).…”

Section: Steam Education In the United Statesmentioning

confidence: 99%

“…South Korea has been facing a very similar challenge to engage students in STEAM education, so that educators believe STEAM can contribute to improve the global literacy of students in their future of a new global era (Yakman & Lee, 2012). Many art educators are therefore strongly encouraged to differentiate instruction in the movement towards STEAM education in schools (Lee & Hyun, 2014;Liao, Motter, & Patton, 2016;Patton & Knochel, 2017;Rufo, 2013;Watson, 2016). They are also expected to connect to the Common Core State Standards (in the US), the National Curriculum (in South Korea), high-stakes testing, diverse learning styles, and 21st century skills in the expected, required, and implied learning standards and guidelines in current school systems.…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Herbert Read and the Fourth Industrial Revolution: Visual Arts Curriculum Framework?

Sinquefield-Kangas

Myllyntaus

2019

Learning Through Art: Lessons for the 21st Century?

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Section: Steam Education In the United Statesmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Herbert Read and the Fourth Industrial Revolution: Visual Arts Curriculum Framework?

Sinquefield-Kangas

Myllyntaus

2019

Learning Through Art: Lessons for the 21st Century?

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“…According to Hughes (2017), students need these character-building or transferable skills: “students need to develop and apply for successful learning, living and working” (p. 102). STEAM teaches students skills such as “critical thinking and problem solving; collaboration and communication; and creativity and innovation” (Liao et al , 2016, p. 29) that can be transferred to another context. Transdisciplinary approaches to STEAM education are highly valued by both the teacher and the student because they allow the student to view the problem or design process from multiple angles or different perspectives that can be applied to a real-world context (Costantino, 2018).…”

Section: Introductionmentioning

confidence: 99%

STEAM education: student learning and transferable skills

Bertrand

Namukasa

2020

JRIT

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PurposeGlobally, interdisciplinary and transdisciplinary learning in schools has become an increasingly popular and growing area of interest for educational reform. This prompts discussions about Science, Technology, Engineering, Arts and Mathematics (STEAM), which is shifting educational paradigms toward art integration in science, technology, engineering and mathematics (STEM) subjects. Authentic tasks (i.e. real-world problems) address complex or multistep questions and offer opportunities to integrate disciplines across science and arts, such as in STEAM. The main purpose of this study is to better understand the STEAM instructional programs and student learning offered by nonprofit organizations and by publicly funded schools in Ontario, Canada.Design/methodology/approachThis study addresses the following research question: what interdisciplinary and transdisciplinary skills do students learn through different models of STEAM education in nonprofit and in-school contexts? We carried out a qualitative case study in which we conducted interviews, observations and data analysis of curriculum documents. A total of 103 participants (19 adults – director and instructors/teachers – and 84 students) participated in the study. The four STEAM programs comparatively taught both discipline specific and beyond discipline character-building skills. The skills taught included: critical thinking and problem solving; collaboration and communication; and creativity and innovation.FindingsThe main findings on student learning focused on students developing perseverance and adaptability, and them learning transferable skills.Originality/valueIn contrast to other research on STEAM, this study identifies both the enablers and the tensions. Also, we stress ongoing engagement with stakeholders (focus group), which has the potential to impact change in teaching and teacher development, as well as in related policies.

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“…STEM [ 8 , 9 ] skills can contribute to the empowerment of youth by eliminating the gender gap in education [ 10 , 11 , 12 , 13 ] and by providing equal employment opportunities as a strategy to reduce overall inequalities, eradicate poverty and promote peace and prosperity for all. Moreover, many nations propose improving STEM education as a response to increasing demand for STEM skills to meet economic challenges [ 3 , 14 , 15 ].…”

Section: Introductionmentioning

confidence: 99%

Systematic Review on Which Analytics and Learning Methodologies Are Applied in Primary and Secondary Education in the Learning of Robotics Sensors

Fonseca

Fox

Fonseca

et al. 2020

Sensors

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Robotics technology has become increasingly common both for businesses and for private citizens. Primary and secondary schools, as a mirror of societal evolution, have increasingly integrated science, technology, engineering and math concepts into their curricula. Our research questions are: “In teaching robotics to primary and secondary school students, which pedagogical-methodological interventions result in better understanding and knowledge in the use of sensors in educational robotics?”, and “In teaching robotics to primary and secondary school students, which analytical methods related to Learning Analytics processes are proposed to analyze and reflect on students’ behavior in their learning of concepts and skills of sensors in educational robotics?”. To answer these questions, we have carried out a systematic review of the literature in the Web of Science and Scopus databases regarding robotics sensors in primary and secondary education, and Learning Analytics processes. We applied PRISMA methodology and reviewed a total of 24 articles. The results show a consensus about the use of the Learning by Doing and Project-Based Learning methodologies, including their different variations, as the most common methodology for achieving optimal engagement, motivation and performance in students’ learning. Finally, future lines of research are identified from this study.

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Tech-Savvy Girls: Learning 21st-Century Skills Through STEAM Digital Artmaking

Cited by 42 publications

References 14 publications

Herbert Read and the Fourth Industrial Revolution: Visual Arts Curriculum Framework?

Herbert Read and the Fourth Industrial Revolution: Visual Arts Curriculum Framework?

STEAM education: student learning and transferable skills

Systematic Review on Which Analytics and Learning Methodologies Are Applied in Primary and Secondary Education in the Learning of Robotics Sensors

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