The Effect of STEAM Education on Elementary School Student’s Creativity Improvement

Kim, Yilip; Park, Namje

doi:10.1007/978-3-642-35264-5_16

Cited by 58 publications

(30 citation statements)

References 9 publications

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“…Some of these studies are about STEAM education (e.g., Jeong & Kim, 2015;Kim & Park, 2012;Yakman & Lee, 2012). The results of these studies demonstrate the importance of STEM and STEAM education.…”

Section: Introductionmentioning

confidence: 55%

Examining Students’ Opinions about STEAM Activities

Özkan¹,

Topsakal²

2017

JETS

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The purpose of this study is to determine the opinions of students about STEAM activities. This qualitative study was conducted on the with 7 th grade students (n=37) who are studying at a public school in Istanbul. A purposeful sampling was used in this study. Nine STEAM activities were used while teaching Force and Energy unit. An evaluation form which is composed of open-ended questions was used as a data collection instrument at the end of the teaching process. The responses provided by students for the evaluation form were analysed qualitatively to determine the opinions of students about the activities. The study was structured as qualitative research and content analysis technique was used to evaluate the obtained data. The findings revealed that a relatively positive attitude about STEAM activities and the contribution that the approach had on students. It was therefore concluded that students have few negative opinions about STEAM activities.

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Section: Introductionmentioning

confidence: 55%

Examining Students’ Opinions about STEAM Activities

Özkan¹,

Topsakal²

2017

JETS

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“…For example, Kim and Park (2012) discuss how all facets of a STEAM education can be demonstrated by building a Rube Goldberg Machine, a complex contraption where different devices are linked together so that activating one of them moves the whole system. Rube Goldberg"s Invention not only combines science, technology, engineering, and mathematical concepts but also requires the builder to craft the design of the machine in an imaginative way.…”

Section: Creativity In Educationmentioning

confidence: 99%

“…Rube Goldberg"s Invention not only combines science, technology, engineering, and mathematical concepts but also requires the builder to craft the design of the machine in an imaginative way. To design the Rube Goldberg Machine, individuals build the machine from the ground up after developing a design and determining the materials needed before construction begins (Kim & Park, 2012). The preparation aspect of the project alone promotes creativity and imagination, allowing the individual the creative freedom to draft a machine and establish their position as the designer.…”

Section: Creativity In Educationmentioning

confidence: 99%

“…However, we must extend this conversation beyond formal education and how students" educational experiences can shape their futures. Kim and Park (2012) identified that a "knowledgebased society should focus more on developing individuals' diversity and creative talents capable of producing unique, practical and intelligent values rather than merely growing technicians or intellectuals" (p.115). This point extends us to question what our society values in its young people.…”

Section: Fostering Creativity In the Classroommentioning

confidence: 99%

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Designing Spaces for Creativity and Divergent Thinking: Pre-Service Teachers Creating Stop Motion Animation on Tablets

O’Byrne

Radakovic²,

Hunter-Doniger³

et al. 2018

International Journal of Education in Mathematics, Science and Technology

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“…Some early adopters include the Da Vinci Schools in California, Drew Charter School in Georgia, Fisher STEAM Middle School in South Carolina, Pulaski Middle School in Virginia, nationwide in Korea, and several schools in Europe—with even more school districts adopting STEAM practices each year (Delaney, ). Interestingly, in spite of this interest from the K–12 sector, little conceptual or empirical work has systematically guided the development, implementation, and evaluation of STEAM‐based teaching practices (Kim & Park, , ; Yackman, ).…”

mentioning

confidence: 99%

Developing a Conceptual Model of STEAM Teaching Practices

Quigley

Herro

Jamil

2017

School Sci & Mathematics

122

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STEAM, where the "A" represents arts and humanities, is considered a transdisciplinary learning process that has the potential to increase diverse participation in science, technology, engineering, and math (STEM) fields. However, a welldefined conceptual model that clearly articulates essential components of the STEAM approach is needed to conduct empirical research on STEAM's efficacy-in particular, the teaching content that should be considered when enacting STEAM teaching practices. This paper proposes a conceptual model of STEAM, providing educators with the opportunity to teach effectively using transdisciplinary inquiry. The instructional content domain of the model includes problem-based delivery, discipline integration, and problem-solving skills.

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The Effect of STEAM Education on Elementary School Student’s Creativity Improvement

Cited by 58 publications

References 9 publications

Examining Students’ Opinions about STEAM Activities

Examining Students’ Opinions about STEAM Activities

Designing Spaces for Creativity and Divergent Thinking: Pre-Service Teachers Creating Stop Motion Animation on Tablets

Developing a Conceptual Model of STEAM Teaching Practices

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