steam education pdf

STEAM Education

Theory and Practice

© 2019
Myint Swe Khine 0 ,
Shaljan Areepattamannil 1

Emirates College for Advanced Education, Abu Dhabi, United Arab Emirates

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Develops readers understanding about the status and approaches to STEAM education
Connects arts and sciences for teachers and students to engage in work that integrates disciplines
Explores how design thinking provides a framework that STEM teachers can use in their own curricular design.
Includes case studies, lessons learned, classroom-tested examples, and practical tips

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About this book

This book looks at the value of integrating the arts and sciences in the school curriculum. It argues that this will help students further their understanding of analytical concepts through the use of creativity. The authors illustrate how schools can work towards presenting common practices, concepts, and content. Coverage features case studies and lessons learned from classrooms across the United States.

The notion of STEAM (Science, Technology, Engineering, Arts, and Mathematics) is an emerging discipline unique in its desire to provide a well-rounded approach to education. The chapters of this volume examine STEAM in a variety of settings, from kindergarten to higher education. Readers will learn about the practical considerations involved when introducing the arts and creativity into traditionally left brain processes. This includes best practices for creating and sustaining successful STEAM initiatives in any school, college, or university. For instance, one chapter discusses novel approaches to teach writing with the scientific method in order to help students better present their ideas.

The authors also detail how the arts can engage more diverse learners, including students who are not traditionally interested in STEM subjects. They provide three concrete examples of classroom-tested inquiries: designing a prosthetic arm for a child, making a paleontology investigation, and taking a closer look at the arts within roller coaster engineering. This book is an invaluable resource for teachers and teacher trainers, university faculty, researchers, and school administrators. It will also be of interest to science, mathematics, engineering, computer science, information technology, arts and design and technology teachers.

Weaving Science Through STEAM: A Process Skill Approach

Humanity Moving Since Pre-historic Times to the Future with Creative STEAM

STEAM: Considering Possibilities and Barriers for STEM Education

STEAM-based experiences
STEAM initiatives
digital humanities
sociocultural capabilities
scholarly thought
engineering design process
science education
Arts Integration
arts education
STEM education
Design Thinking
STEAM curriculum
future education
creativity in education
instructional design
teacher education
transdisciplinary education
multidisciplinary education

Table of contents (9 chapters)

Front matter, inquiry, investigative processes, art, and writing in steam.

Adam Stroud, Lawrence Baines

Structuring STEAM Inquiries: Lessons Learned from Practice

Sarah B. Bush, Kristin L. Cook

Creating a STEAM Map: A Content Analysis of Visual Art Practices in STEAM Education

Christine Liao

Design Thinking Gives STEAM to Teaching: A Framework That Breaks Disciplinary Boundaries

Danah Henriksen, Rohit Mehta, Swati Mehta

Investigating the Impact of a Community Makers’ Guild Training Program on Elementary and Middle School Educator Perceptions of STEM (Science, Technology, Engineering, and Mathematics)

Jennifer Miller-Ray

The Emergence of the Creativity in STEM: Fostering an Alternative Approach for Science, Technology, Engineering, and Mathematics Instruction Through the Use of the Arts

Michael Marmon

Developing a Rhetoric of Aesthetics: The (Often) Forgotten Link Between Art and STEM

Rohit Mehta, Sarah Keenan, Danah Henriksen, Punya Mishra

Moving Toward Transdisciplinary Instruction: A Longitudinal Examination of STEAM Teaching Practices

Cassie F. Quigley, Dani Herro, Abigail Baker

Multidisciplinary Group Composition in the STEAM Classroom

John D. Sundquist

Editors and Affiliations

Myint Swe Khine, Shaljan Areepattamannil

About the editors

Dr Myint Swe Khine is a Professor and Chair of Assessment and Evaluation Centre, Emirates College for Advanced Education, United Arab Emirates and Adjunct Professor at the Science and Mathematics Education Centre, Curtin University, Perth, Australia. He obtained Master degrees from the University of Southern California, Los Angeles, USA and University of Surrey, Guildford, UK, and Doctor of Science Education from Curtin University, Australia. Before joining ECAE, he worked at the National Institute of Education, Nanyang Technological University in Singapore. He has published widely and edited books on science education. Recent book Visual-spatial Ability in STEM Education: Transforming Research into Practice (2017) is published by Springer in Switzerland.

Dr Shaljan Areepattamannil holds a Ph.D. in Education from Queen’s University at Kingston, Ontario, Canada. He is currently an Assistant Professor in the Division of Curriculum and Instructional Technology at Abu Dhabi Government’s Emirates College for Advanced Education (ECAE). Prior to joining ECAE, Dr Shaljan was a research scientist in the Office of Education Research and an Assistant Professor in the Division of Curriculum, Teaching and Learning at the National Institute of Education, Nanyang Technological University, Singapore. Previously, he served as a teaching fellow in quantitative methods in the Faculty of Education at Queen’s University. His research interests primarily revolve around the role of psychology in STEAM education.

Bibliographic Information

Book Title : STEAM Education

Book Subtitle : Theory and Practice

Editors : Myint Swe Khine, Shaljan Areepattamannil

DOI : https://doi.org/10.1007/978-3-030-04003-1

Publisher : Springer Cham

eBook Packages : Education , Education (R0)

Hardcover ISBN : 978-3-030-04002-4 Published: 14 February 2019

eBook ISBN : 978-3-030-04003-1 Published: 30 January 2019

Edition Number : 1

Number of Pages : IX, 188

Number of Illustrations : 24 b/w illustrations

Topics : Creativity and Arts Education , Science Education , Teaching and Teacher Education , Technology and Digital Education , Curriculum Studies

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What is the Point of STEAM? A Brief Overview of STEAM Education

STEAM is a new framework of subjects which has been evolving to support a new educational theory.

Related papers

LUMAT: International Journal on Math, Science and Technology Education

Lately STEAM (science, technology, engineering, art/aesthetics/architecture/all, mathematics) education has become a common notion. Yet, the theoretical and practical perspectives on STEAM, from its nature to classroom applications and its implementation in teacher education have unexamined potential. This special issue grew out of the International LUMAT Research Symposium “Promoting STEAM in Education” that took place at the University of Helsinki, Finland in June of 2020. With the challenges of organizing an online symposium in the midst of the COVID-19 pandemic, its online nature had significant advantages. The symposium drew international scholars inviting a multitude of prospective on STEAM education, while uncovering the challenges faced by educators. The issue aims at examining these challenges through a collection of papers. In this editorial, we introduce some key notions, discourses, and challenges of STEAM education, as a relatively novel concept and briefly discuss the ...

Journal for the Study on Education and Development, 2021

While the acronym STEAM Science, Technology, Engineering, Arts, Mathematics has become a buzzword in educational settings, STEAM Education is still at an early stage in its development. In fact, many consider the promotion of STEAM Education as being based on relatively weak empirical grounds. This special issue responds to the need for additi the STEAM construct is defined, with its origin, characteristics, and various models described. The barriers that hinder or prevent its application in the classroom are also analyzed. The second part presents the six articles included in the special issue. The first article analyzes the theoretical bases of STEAM Education. It is followed by five empirical studies: two are contextualized within Primary Education, two within Secondary Education, and one final study on STEAM teacher education. We trust that this series of studies will contribute to further develop the theoretical, epistemological, and practical frameworks underpinning STEAM Education.

Journal of Research in Innovative Teaching & Learning, 2022

Certain researchers have expressed concerns about inequitable discipline representations in an integrated STEM/STEAM (science, technology, engineering, arts, and mathematics) unit that may limit what students gain in terms of depth of knowledge and understanding. To address this concern, the authors investigate the stages of integrated teaching units to explore the ways in which STEAM programs can provide students with a deeper learning experience in mathematics. This paper addresses the following question: what learning stages promote a deeper understanding and more meaningful learning experience of mathematics in the context of STEAM education? The authors carried out a qualitative case study and collected the following data: interviews, lesson observations, and analyses of curriculum documents. The authors took a sample of four different STEAM programs in Ontario, Canada: two at nonprofit organizations and two at in-school research sites. The findings contribute to a curriculum and instructional model which ensures that mathematics curriculum expectations are more explicit and targeted, in both the learning expectations and assessment criteria, and essential to the STEAM learning tasks. The findings have implications for planning and teaching STEAM programs. The authors derived four stages of the STEAM Maker unit or lesson from the analysis of data collected from the four sites, which the authors present in this paper. These four stages offer a model for a more robust integrated curriculum focusing on a deeper understanding of mathematics curriculum content.

Original Chinese Article: http://www.duxuan.cn/doc/26649688.html Professor Georgette Yakman and her team put forward STEAM education (science, technology, engineering, art and mathematics) on the basis of STEM education, constructed the STEAM education framework, designed the STEAM teaching process card, and STEAM education training certification. STEAM education based on mathematics, engineering and art from the perspective of science and technology, interdisciplinary concept of different subjects will be integrated for the development of modern society to provide excellent human resources support. As a researcher and practitioner in the field of STEAM education, she has helped STEAM education in the United States, Korea and other countries, and has been widely recognized by international peers. She also developed the STEAM Education website to meet the needs of different audiences for STEAM educational resources. Reporter: Professor Yakman, thank you very much for joining us. Your STEAM education research is very fruitful, in the international influence, can tell the Chinese readers about your STEAM education motivation? Professor Yakman: Depending on the nature of the comprehensive study, I solve the problem of how schools teaching a single discipline arising out of multi-level thinking. I envision turning traditional schools into integrated learning centers, giving students full access to all disciplines. Based on these assumptions and practical needs, I put forward STEAM education theory. STEAM educates students in the fields of science, technology, engineering, art and mathematics with an interdisciplinary approach, leading students to adapt to constantly changing professional knowledge and rapidly changing social life. STEAM education philosophy can be summarized as: based on mathematics, engineering and art interpret science and technology. STEAM Education supports students to understand the world in a multi-disciplined way, transforming the world in the form of comprehensive innovation, and cultivating their ability to solve problems. STEAM education is mainly based on project-based learning, problem-based learning

Education Sciences , 2024

This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY

Advances in Educational Technologies and Instructional Design

Bulletin of Applied Mathematics and Mathematics Education

STEAM learning is an approach which integrates multidisciplinary knowledge while enriching students' skills to explore, try, ask, find, and build innovation, namely science, technology, engineering, art, and mathematics. We found that the learning resources of STEAM in Yogyakarta is very limited due to lack of knowledge about it. On the other hand, using local contexts as the starting point of learning is also important to foster character building. This preliminary research aims to provide insight on the teachers’ awareness on STEAM learning and textbook, as well as the design we figured out after discussing it with the teachers. It was a descriptive qualitative research involving 214 primary school teachers. We collected the data through questionnaire and focus group discussion. The results suggest that STEAM is quite a new concept for most of primary school teachers in Yogyakarta. Not many teachers used to or have developed the STEAM learning resources, especially the one in...

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STEAM is a recent educational approach intending the interdisciplinary teaching of science, technology, engineering, arts/humanities, and mathematics. The literature reports conceptual confusion that frequently diverts STEAM practice and research to issues concerning particular activities or contexts. Therefore, we carried out a narrative review of articles indexed in the Web of Science (WoS) to elucidate STEAM education’s history, epistemology, and divergences. As a strategy, we first focused on documents that could offer a panoramic view of the object of study – literature reviews and articles about STEAM frameworks. Through them, we identified essential discussion points and further expanded the review. As a result, we articulated rationalities about why STEAM is not a mere evolution of STEM, a teaching methodology, or just a synonym for interdisciplinarity. Furthermore, we discussed the appropriateness of interdisciplinarity in STEAM – since it is strongly supported by the disciplines and their intersections – instead of pursuing transdisciplinarity, meaning knowledge remains undefined in a holistic whole. We differentiated STEAM disciplines (list of the five knowledge areas), STEAM activities (interdisciplinary teaching unity of at least two STEAM disciplines), and STEAM education (educational approach of interdisciplinarity between all five disciplines). Finally, we defined and proposed a framework for STEAM in a table format that stresses two necessary and sufficient conditions – interdisciplinarity and the five acronym areas. The framework permits envisioning the plurality of teaching methodologies and educational objectives consistent with STEAM.

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