The Effect of a Pedagogical STEAM Model on Students’ Project Competence and Learning Motivation

Lin, Chien-Liang; Tsai, Chun-Chin

doi:10.1007/s10956-020-09885-x

Cited by 41 publications

(33 citation statements)

References 32 publications

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“…Many producers of software have also created websites, that are full of songs created by this particular software. In practice, a music teacher must focus on the simplicity and clarity of software so that students can use it (Lin and Tsai, 2021). The interactive community works as an excellent information platform to discuss any music or various software issues.…”

Section: Discussionmentioning

confidence: 99%

Implementation of Information Technology into the Education of Music Teachers

2022

JHETP

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The goal of the research is to study the process of introducing information technologies into the training of music teachers in Ukrainian pedagogical universities. To undertake the research, a study on the scientific literature on the professional training of music teachers in pedagogical colleges, as well as an analysis of the curricula of music pedagogy in general education schools and higher educational establishments. As a science, research on music education technologies focuses on phenomena related to music education technologies through the prism of a modern information society. There is a great interest in music technology creation in the context of constructivism. We propose to use constructivist methods as a philosophical basis for an online music education course for graduates. For Ukraine, it is necessary to study how students use this technology in preparation for a presentation in class, and the results were rated as moderately successful.

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Section: Discussionmentioning

confidence: 99%

Implementation of Information Technology into the Education of Music Teachers

2022

JHETP

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“…STEAM Education has recently become a trend in educational development [8] that promotes learning throughout and for the interdisciplinary enterprise [5]. We find it across all educational stages: from early childhood education until higher education [4,9].…”

Section: Introductionmentioning

confidence: 85%

“…STEAM is based on educational philosophies such as Deweyan pragmatism and the premise that learning should be constructed through (reflection about) experience [14]. The term STEAM aligns well with many methods [5] especially active and collaborative ones, e.g., the maker movement, Project Based Learning (PjBL), Problem Based Learning (PBL) [8], augmented reality [15], and gamification [6]. Gamification is a neologism derived from the digital media field [16].…”

Section: Introductionmentioning

confidence: 99%

Brazilian and Spanish Mathematics Teachers’ Predispositions towards Gamification in STEAM Education

2021

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This article reports a multiple case study in which we analyse Brazilian and Spanish mathematics teachers’ opinions about and predispositions toward gamified activities in STEAM education. To obtain data, we administered a survey to 56 in-service mathematics teachers in primary and secondary education from these countries. The survey had been previously validated throughout an expert judgement process. Our results show a high percentage of teachers who think this kind of activity has positive effects on students’ development, improving their affective domain toward mathematics and required skills for mathematical competency. Notwithstanding, many teachers report insecurity and lack of training for employing such educational methodologies.

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“…The connection and relevance of the real-world scenarios used in STEAM can become further distorted if the real problem is presented and taught in a manner that drives students to consider only one perspective or solution ASIA-PACIFIC SCIENCE EDUCATION 7 (2021) 549-585 (Harker-Schuch & Bugge-Henriksen, 2013;Connor et al, 2015). This removes the possibility of seeing that many real-world problems in everyday life and society may draw on knowledge and skills from various disciplines (Lin & Tsai, 2021). Consequently, this limits students' capacity to actively draw on and apply interdisciplinary and integrative skills and thinking (Connor et al, 2015).…”

Section: 1mentioning

confidence: 99%

An SSI-Based STEAM Approach to Developing Science Programs

Mang

Chu

Martin

et al. 2021

Asia-Pac. Sci. Educ.

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This study employed a multi-phased process to guide the development of an approach for integrating socio-scientific issues (SSI) and science, technology, engineering, arts, and mathematics (STEAM) education in a way that can reform how science is taught in schools to improve scientific literacy. This approach can help teachers connect science authentically to real-world issues that have social and cultural relevance to students’ everyday lives. To demonstrate how the approach could be used for curriculum development, the authors defined the dimensions and key principles of SSI-based STEAM teaching and translated the approach into a climate change program by using a 6E inquiry model, which emphasizes an “enactment” stage. This program was used to discuss the benefits and challenges of employing an SSI-based STEAM approach in classroom contexts. We conclude by discussing implications for using this approach to improve science learning opportunities in cross-cultural contexts, and we raise questions about the need for future research.

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The Effect of a Pedagogical STEAM Model on Students’ Project Competence and Learning Motivation

Cited by 41 publications

References 32 publications

Implementation of Information Technology into the Education of Music Teachers

Implementation of Information Technology into the Education of Music Teachers

Brazilian and Spanish Mathematics Teachers’ Predispositions towards Gamification in STEAM Education

An SSI-Based STEAM Approach to Developing Science Programs

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