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1.
In response to a desire to strengthen the economy, educational settings are emphasizing science, technology, engineering, and mathematics (STEM) curriculum and programs. Yet, because of the narrow approach to STEM, educational leaders continue to call for a more balanced approach to teaching and learning, which includes the arts, design, and humanities. This desire created space for science, technology, engineering, arts, and mathematics (STEAM) education, a transdisciplinary approach that focuses on problem-solving. STEAM-based curricula and STEAM-themed schools are appearing all over the globe. This growing national and global attention to STEAM provides an opportunity for teacher education to explore the ways in which teachers implement STEAM practices, examining the successes and challenges, and how teachers are beginning to make sense of this innovative teaching practice. The purpose of this paper is to examine the implementation of STEAM teaching practices in science and math middle school classrooms, in hopes to provide research-based evidence on this emerging topic to guide teacher educators.  相似文献   

2.
How creativity in education is applied by teachers to secondary school contexts is dependent on how the term ‘creativity’ is grounded, politicised, and practised. This paper reports on an international study of secondary schools in Australia, USA, Canada, and Singapore investigating how creativity is understood, negotiated, valued and manifested in secondary schools, focusing on teacher and student understandings, actions, benefits and impediments to creative and critical thinking. Participant reflections revealed inter-, trans- and cross-disciplinary learning shaped by teacher collaboration, dialogue and classroom organization that fosters critical and creative thinking. Implications are made for the ways practicing teachers develop and foster creativity via pedagogical approaches that enhance connectivity and interdisciplinarity of teaching practices between domains of learning. An education-based Creativity Index through which administrators and teachers can gauge, assess and implement creative skills, capacities, pedagogic practices and assessment of creativity within secondary schools is posited. Implications for STEM/STEAM education and centralizing creative capacities in teaching, learning, and educational change are offered.  相似文献   

3.
Navigating the current STEM agendas and debates is complex and challenging. Perspectives on the nature of STEM education and how it should be implemented without losing discipline integrity, approaches to incorporating the arts (STEAM) and how equity in access to STEM education can be increased are just a few of the many issues faced by researchers and educators. There are no straightforward answers. Opinions on how STEM education should be advanced vary across school contexts, curricula and political arenas. This position paper addresses five core issues: (a) perspectives on STEM education, (b) approaches to STEM integration, (c) STEM discipline representation, (d) equity in access to STEM education and (e) extending STEM to STEAM. A number of pedagogical affordances inherent in integrated STEM activities are examined, with the integration of modelling and engineering design presented as an example of how such learning affordances can be capitalized on.  相似文献   

4.
ABSTRACT

The arts animate learning because they are inherently experiential and because of their potential to develop creative and critical thinking skills in students. These same skills are valued in science, technology, engineering, and math (STEM) education, but the arts have not been consistently included in STEM lessons. We transformed our STEM programming into STEAM programming (STEM plus arts) by creating an innovative partnership between two informal learning environments, the Braithwaite Fine Arts Gallery and the Garth and Jerri Frehner Museum of Natural History at Southern Utah University. The partnership resulted in a STEAM learning program that integrated art and science for K-12 students. We incorporated an art exhibition, a hands-on lesson in art, and an immersive lesson in science that culminated in a student project that merged concepts from both art and science. Through programs each fall from 2012 through 2014, we helped over 6,000 students from southern Utah use concepts from art to deepen their understanding of caterpillar defenses, fish ecomorphology, and pollinator biology.  相似文献   

5.
If Science, Technology, Engineering and Mathematics (STEM) disciplines in higher education are to retain students, there needs to be a shift towards teaching in more enriching and interesting ways. Creative teaching needs to become more prominent in STEM. This article presents a study that defines creative teaching in the STEM context and investigates attempts to teach creatively as experienced by nine STEM educators in an Australian university. The results highlighted that achieving creative teaching is difficult and that the element of surprise is essential. Despite the struggle required, creative teaching afforded fulfilment for teachers. We examine the characteristics of those interviewed and suggest strategies for fostering creative teaching. The findings extend beyond the STEM discipline.  相似文献   

6.
As we navigate through a new form of economic era where science, technology, knowledge and services will replace consumer goods as drivers of growth, and the workplace will increasingly value creative abilities, there appears a need for an educational paradigm shift. However, within an Australian context of increasing school accountability, a great deal of emphasis is placed on standards vis-à-vis improving literacy and numeracy skills for students, and measured by high-stake testing. This current Australian agenda is also part of an ongoing concern for improving the educational outcomes and life chances of boys. Through a social justice lens, this paper offers an exploration of how an innovative and creative arts curriculum has the potential to engage and enhance educational outcomes for all students, particularly for boys who are at risk of underachieving. First, this paper offers an explanation of the changing nature of workplace trajectories and the significance of the creative arts in this shifting economic era. Concurrently, as we prepare students for an unknown future, this paper examines how engagement in the creative arts has the potential to facilitate emerging understandings about learning while providing opportunities to develop learner engagement, motivation, cognitive capacities and academic achievement. Second, while avoiding essentialist accounts of gender and recuperative masculinity politics, we recognise that ‘some’ boys are underachieving in schools and that these boys are often from lower socioeconomic communities. We also recognise that many of these boys are disengaged and invest considerable energy performing masculinities that are in opposition to, and resistant to, the formal processes of schooling including participation in the creative arts. Third, we draw on findings from recent research, including a doctoral study, to discuss perceived barriers to boys' engagement with the creative arts and implications for educational practice.  相似文献   

7.
We report on the development of an after-school and summer-based science, technology, engineering, and mathematics curriculum infused with the arts and social emotional learning content (STEAM SEL). Its design was motivated by theory and research that suggest that STEM education is well-suited for teaching empathy and other emotion-related skills. In this paper, we describe the activities associated with the development and design of the program and the curriculum. We provide expert-ratings of the STEAM and social emotional elements of the program and present instructor and participant feedback about the program’s content and its delivery. Our results revealed that infusing the arts and social emotional learning content into science education created a holistic STEM-related curriculum that holds potential for enhancing young children’s interest in and appreciation for science and its applications. The data also suggested that the program was well-developed and, generally well-executed. However, experts rated the STEAM elements of the program more positively than the SEL elements, especially with regard to sequencing of lessons and integration among the lessons and hands-on activities, indicating that program revisions are warranted.  相似文献   

8.
This article explores the possibilities of the diorama medium as a method to investigate educational realities and ideals. Contemporary artistic examples of dioramas deconstruct traditional associations of the diorama as a form of explanatory storytelling and critically contest the problematic reproduction of existing hierarchies, which seem to occur when dioramas are used in museums and schools. In contemporary dioramas, the gaze of the spectator is instead invited to engage and contribute to multiple interpretations of spatial creations. The article explains how dioramas have been employed in a doctoral research project on artist teachers and democratic pedagogy and how making dioramas as a research method in arts‐based educational research has been adopted to engage in a dialogue with visitors to a contemporary gallery to collaboratively investigate the spatiality of democratic learning spaces.  相似文献   

9.
The Studio Thinking Framework (STF) focuses on habits of mind taught through studio arts rather than disciplinary content or media‐specific techniques. It is well suited to integrate studies of arts learning and teaching in a range of contexts, and it provides a framework for understanding how visual arts participation is dramatically changing with the advent of digital tools and the Internet. This study focuses on two habits of mind, observe and envision and analyzes how they are taught in high school arts classrooms using traditional media compared with a digital context of an informal educational class using 3D computer modeling and animation. The STF facilitates detecting learning patterns, sustaining pedagogical reflection, and providing structure for the design of studies of learning in and through the arts.  相似文献   

10.
Creativity in education is currently dominated by discourses pertaining to both a neo-liberalisation of arts education and a more widespread attention to the economic potential of diverse creativities. This study applies new thinking regarding creative educational advancement that is adaptive and critically reflexive to the tasks of reconciling the need for safe, ethical and empathetic learning environments and the production of adaptive and innovative twenty-first century workforces. This study of Australian secondary schools analyses perceptions, understandings and actions, and impediments to creativity in classrooms. This study asserts significant implications for the need to foster effective environmental and ecological approaches to engaging in creative practices in Australian secondary schools. It establishes a creativity index through which school leaders and teachers can routinely measure, develop and adjust their school environment’s, students’ and teachers’ creative skills and capacities, pedagogic practices and assessment of creativity across the ‘education lifespan’.  相似文献   

11.
ABSTRACT

This article examines the initial journey of a middle school in South Carolina from a STEM (science, technology, engineering, and math) curriculum to a STEAM (STEM + art) curriculum. This is the first of a three-year longitudinal study that investigated the perceptions of the effectiveness, relative importance, and sustainability of a STEAM curriculum in which the arts animated learning on a daily basis for both teachers and administrators during the first year of implementation beginning in the fall 2014. The article also investigates the response that the faculty of a STEM-oriented middle school had to the induction of STEAM curriculum training.  相似文献   

12.
Abstract

This paper proposes a philosophy of STEAM education in the current moment, the Anthropocene. Whereas many proponents of STEAM focus on outcomes related to cultivating a more creative and competitive generation of STEM workers, it is, more importantly, an approach to education that can foster spaces for transdisciplinary conversations surrounding critical issues of the Anthropocene – those of ethics, sustainability, and relationality. Thus, the question arises, How might we understand/practice STEAM education differently? This philosophy of STEAM in the Anthropocene is inspired by the guiding notions of Braidotti’s affirmative ethics as well as Stengers and Ulmer’s conceptions of slow(ing). These perspectives challenge the ideologies and practices that have created and sustained divisions between the arts and sciences, while also promoting different ways of engaging in/with the world. Entangled in this conceptual framework are three concepts that might guide STEAM education moving forward: transdisciplinarity, relationality, and responsibility. With these notions as inspiration, this paper asserts a philosophical vision that takes seriously the realities of our Anthropocenic present and considers how educators might move with, rather than push against, the challenges that continue to present themselves.  相似文献   

13.
The main focus here is to examine the benefits of defining and developing an engineering curriculum for elementary schools. Like many other international educational systems, Australian educational settings have been seeking to effectively implement science, technology, engineering, and mathematics (STEM) education. However, current assumptions and expectations of STEM education are broad, poorly defined and intangible. This article deliberates on possible contributions and impediments that are preventing teachers from achieving engineering education in their classrooms. Using positioning theory, this article offers possible ways that the specific literacies of engineering can be better realized in teacher practices. A closer alignment will be necessary between the visions and expectations of STEM education, as perceived by governments, business, industry, and schools, to ensure a realization of the potential of STEM education. Engineering education in elementary school settings warrants the investment of time to understand what it proffers, and to enable teachers to identity and refine their practices to optimize the many benefits afforded.  相似文献   

14.
Creativity has become the new watchword in UK academic and policy circles. Within this context, policy discussions about the arts and their impact emphasise economic benefits over educational value, drawing clear distinctions between quantifiable or ‘hard’ measures of impact and those described as ‘soft’, less tangible and lacking a strong evidence base. Departing from the binary logics often underpinning notions of arts impacts, this article is novel in exploring the entwined relationship between impacts seen as ‘hard’ and ‘soft’. We draw on research examining the links between arts education and young people's future trajectories and use the concept of ‘active citizenship’ to show how informal, softer skills fostered through creative learning are an important part of citizenship-making for some young people. Participants’ accounts show how improvements in soft skills can give young people opportunities for agency, which shape progression pathways leading to measurable change. This finding is directly relevant in the context of evaluations of arts impacts in the UK and abroad, and should encourage further examination of the impact of creative learning on transfer of skills as well as policy developments in this area.  相似文献   

15.
Traditional ties between “arts” education (that is, discipline-based arts subjects and activities in schools) and an emergent notion of “creativity” in educational discourses and policy documents are loosening, with implications for both. While creativity seems to be on the ascendant, the arts may not be as fortunate; creative skills and capacities are emerging as a central focus of twenty-first century learning, while the arts continue to fight for room in an overcrowded curriculum. In this article, we examine some policy-level shifts in focus towards creativity and its conflation with innovation, and its trickle-down effects in secondary and tertiary learning environments. Central to this analysis is the diffuse and often contentious constructions of discourses of creativity, and its inability to be clearly and consistently defined or measured in the education sector. The need to quantify creativity and its presence in schools is on the rise, and this article tracks its implications for teacher education, policy development and curriculum and pedagogical evolution in the twenty-first century.  相似文献   

16.
设计思维是当代学生应具备的适应社会发展需要的一种思维能力。如何培养学生的设计思维以及提升学生的设计能力,成为我国当前需要重点关注的重要教育问题。作为一种新的教育理念,STEAM教育在培养学生创新思维能力方面具有重要作用。首先,阐述了设计思维与STEAM教育的内涵,分析了设计思维对STEAM教育的指导作用;其次,在STEAM教育理念的基础上融入设计思维,构建符合创新教育要求的STEAM教学模式,融入设计思维的STEAM教学模式包含学习环境、课程目标、课程活动和课程评价;最后,依据该模式开发并实施了课程案例,分析了融入设计思维的STEAM课程对小学生知识学习与能力培养方面的作用。  相似文献   

17.
基于文献研究和实证调研,探析得出学生STEAM素养的内涵、意义与表现形式。其内涵是整合科学、技术、工程、人文艺术和数学领域的知识与技能、过程与方法、情感态度与价值观,围绕指向个体、社会和生活世界的实践认知、人际交互和综合影响活动展开,学生在心理认知、情境学习、实践探究、社会交往、理性决策、创意展示和影响评估七方面素养的总和。其意义在于培养具有STEAM素养的综合型人才,提升教师对STEAM素养的认知和重视STEAM素养的培育过程,引导学生自主学习与合作探究。其表现形式分为实践认知、人际交互、综合影响三个层面。  相似文献   

18.
STEAM教育理念下综合实践活动课程的特点决定了其课程实施以创生取向为主,并且呈现出主动建构性、动态生成性、多元性的特征。创生取向下综合实践活动课程实施秉持教育回归生活世界的理念、创设真实的问题情境、建立平等对话的师生关系、保持生成与预设的动态平衡四个主要原则。STEAM教育理念下,综合实践活动课程创生实施取向策略主要有四个方面。第一,激发学生科学探究兴趣、引导学生主动生成学习经验是课程创生实施取向的前提;第二,开放课堂教学内容与空间、转变教师角色是课程创生实施取向的基础;第三,改进课堂教学方法、变革教学评价方式是课程创生实施取向的核心;第四,构建学习共同体、提升教师课程创生能力是课程创生实施取向的保障。  相似文献   

19.
Home education, or home schooling, is a rapidly growing global educational phenomenon. Given the emphasis that educators, policy makers and researchers have placed upon the arts as an important element in a holistic education, the ways in which the growing home education community are facilitating arts learning warrants consideration. Facilitating quality arts learning has been found to be extremely challenging, especially for generalist classroom teachers who may not possess background learning across the range of arts subjects represented in most arts curricula. Revelations from this study on Australian home educating parents identifies a similar dilemma with the facilitation of arts learning in home contexts, and a significant proportion of the home educating participants acknowledged little to no educational or artistic training. In this project, an online survey was conducted to develop insights into the ways Australian home educators (n = 193) approach arts education, the challenges associated with facilitating arts learning and the strategies they employ in light of these challenges. The research highlights that, while home education is pedagogically unique and distinct from traditional classroom education, the challenges participants expressed regarding teaching in the arts aligned closely with those expressed by classroom teachers in wider research; however, the uniqueness of home education contexts means that support structures for classroom teachers are less helpful for home educators. Implications arising from the research are thus beneficial in understanding the nature of support that might be tailored for arts learning in home education.  相似文献   

20.
STEM教育作为国际最新教育模式之一,研究热度一直不减,逐渐演变为STEM+、STEAM教育、STEAM+教育以及STREAM教育等。其中,STEAM教育获得普遍认同,但STREAM教育存在争议,认为R的定义不甚明确。另外,有学者认为,过多元素的加入会无法突出重点。这里仅从教学评价、教学过程以及教学目标三个角度,讨论将Reading(自主阅读)作为R加入STEAM教育中的必要性。  相似文献   

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