A Study on Development and Application of the Educational Program for School Administrators in Creative STEAM Education

2018 ◽  
Vol 18 (2) ◽  
pp. 169-189
Author(s):  
Youngmin Kim ◽  
Jinsu Choi ◽  
Youngju Lee ◽  
Jinyoun Kim ◽  
Youngja Ha
Keyword(s):  
Educational Program ◽  
School Administrators ◽  
Steam Education

Development and Application of Art Based STEAM Education Program Using Educational Robot

2018 ◽  
Vol 10 (3) ◽  
pp. 46-57 ◽  
Author(s):  
Jin-Ok Kim ◽  
Jinsoo Kim
Keyword(s):  
Elementary School Students ◽  
Education Program ◽  
Educational Program ◽  
School Students ◽  
Science Technology ◽  
Level Of Satisfaction ◽  
Steam Education ◽  
Educational Robot ◽  
Comprehensive Manner ◽  
And Mathematics

This article aims at developing an art-based STEAM educational program that would help elementary school students to develop their abilities to solve scientific problems and artistic sensibilities by using an educational robot. In addition, this article investigates whether the program could be applied in the field. In order to achieve the purpose of this article, ‘mobile' and ‘abstraction' were selected as the subjects of the activities and the STEAM educational program which allowed students to learn knowledge regarding science, technology and mathematics in a comprehensive manner through the course in order to experience and create works of art. Also, the level of satisfaction and effectiveness were confirmed by applying the program to the class targeting students in the 4th and 6th grades.

Development and Application of Art Based STEAM Education Program Using Educational Robot

2020 ◽  
pp. 1675-1687
Author(s):  
Jin-Ok Kim ◽  
Jinsoo Kim
Keyword(s):  
Elementary School ◽  
Elementary School Students ◽  
Education Program ◽  
Educational Program ◽  
School Students ◽  
Level Of Satisfaction ◽  
Steam Education ◽  
Educational Robot ◽  
Comprehensive Manner ◽  
And Mathematics

This article aims at developing an art-based STEAM educational program that would help elementary school students to develop their abilities to solve scientific problems and artistic sensibilities by using an educational robot. In addition, this article investigates whether the program could be applied in the field. In order to achieve the purpose of this article, ‘mobile' and ‘abstraction' were selected as the subjects of the activities and the STEAM educational program which allowed students to learn knowledge regarding science, technology and mathematics in a comprehensive manner through the course in order to experience and create works of art. Also, the level of satisfaction and effectiveness were confirmed by applying the program to the class targeting students in the 4th and 6th grades.

scholarly journals EDUCATION OF CHILDREN WITH DISABILITIES IN NONFORMAL LEARNING ENVIRONMENTS: A CROSS-DISCIPLINARY APPROACH OF STEAM EDUCATION IN A TECHNOLOGICAL MUSEUM IN GREECE

2020 ◽  
Vol 5 (2) ◽  
Author(s):  
Charikleia Kanari ◽  
Anastasia Zoi Souliotou
Keyword(s):  
Educational Program ◽  
Children With Disabilities ◽  
Universal Design For Learning ◽  
Learning Experiences ◽  
Meaningful Learning ◽  
Educational Programs ◽  
Design And Implementation ◽  
Nonformal Learning ◽  
Steam Education ◽  
Wide Range

<p>In recent years there is an increasing interest about STEAM (Science, Technology, Engineering, Arts &amp; Mathematics) model in education. STEAM is a cross-disciplinary approach which breaks down the barriers among disciplines, offers a dynamic character in teaching and sheds light on various aspects of the aforementioned parts of STEAM equation with multiple benefits for all children including those with disabilities. Furthermore, the increasing interest and the development of museum educational programs for school groups provide unique opportunities in STEAM education that are not available in schools. The museum as nonformal learning environment and its exhibits, the qualitative characteristics of learning and the wide range of the expected learning outcomes enrich the design and implementation of STEAM educational programs providing meaningful learning experiences for all children. The present paper refers to a cross-disciplinary approach which connects STEAM education, Museum Education and Special Education for the design and implementation of an educational program for a school group of children with disabilities. The educational program “Making mosaics with bricks and colors” was based on a. the STEAM approach, b. the characteristics of learning in the museum, c. the principles of Differentiated Instruction (DI) and Universal Design for Learning (UDL), and d. the unique characteristics of a thematic technological museum for the industrial heritage in Greece where the educational program took place. Based on the experience of the implementation of the educational program and the qualitative data of the evaluation of the program, it is argued that STEAM education as well as collaborations between different specialists and between schools and museums provides meaningful learning experiences to all children including those with disabilities.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0653/a.php" alt="Hit counter" /></p>

scholarly journals Exploring kindergarten teachers’ views on STEAM education and educational robotics: Dilemmas, possibilities, limitations

2021 ◽  
Vol 1 (2) ◽  
pp. 82-95
Author(s):  
Paraskevi Efstratiou Foti ◽  
Keyword(s):  
Teacher Training ◽  
Primary Education ◽  
Educational Program ◽  
Teaching And Learning ◽  
Preschool Teachers ◽  
Interdisciplinary Approach ◽  
Pedagogical Practices ◽  
Educational Robotics ◽  
The Third ◽  
Steam Education

This paper will refer to STEAM education, focusing first on clarifying the STEAM acronym and then on the principles on which this methodology is based. Suggested pedagogical practices that can be adopted to integrate STEAM education in the educational program will be presented, followed by a reference to the interdisciplinary approach of educational robotics and its introduction in kindergarten. The research part of this paper will include a survey conducted in kindergartens of Primary Education in the Third District of Athens. The research aimed to explore perceptions, possibilities, and limitations expressed by preschool teachers regarding STEAM methodology and the introduction of Educational Robotics in kindergarten. This research highlighted the need to implement innovative approaches and ensure teacher training, which should be strengthened and upgraded by incorporating STEAM pedagogy and new practices for teaching and learning.

scholarly journals A Highly Structured Collaborative STEAM Program: Enacting a Professional Development Framework

2016 ◽  
Vol 2 (2) ◽  
pp. 106-125
Author(s):  
Sarah B. Bush ◽  
Kristin L. Cook ◽  
Robert N. Ronau ◽  
Christopher R Rakes ◽  
Margaret J. Mohr-Schroeder ◽  
...  
Keyword(s):  
Professional Development ◽  
School Administrators ◽  
Evaluation Team ◽  
Instructional Coaches ◽  
Reflective Process ◽  
Development Framework ◽  
Science Technology ◽  
Steam Education ◽  
And Mathematics ◽  
Mathematics And Science

This paper reports on a highly-structured Mathematics-Science Partnership (MSP) professional development (PD) program focused on the integration of science, technology, engineering, arts, and mathematics (STEAM) in elementary mathematics and science. With a support system including higher education STEAM education and content faculty, community informal learning partners, an external evaluation team, school administrators, and expert STEAM teachers, twenty-five teachers and five STEAM instructional coaches met together for whole-group PD as they developed and then implemented integrated STEAM problem-based inquiries in their classrooms. This paper describes how the PrimeD framework (Rakes, Bush, Ronau, Mohr-Schroeder, & Saderholm, 2017; Saderholm, Ronau, Rakes, Bush, & Mohr-Schroeder, 2017) guided the STEAM PD program through a collaborative and reflective process. 

Coaching Care Partners Who Support Loved Ones With MCI

2014 ◽  
Vol 19 (2) ◽  
pp. 50-56 ◽  
Author(s):  
Kerry Mills ◽  
Jennifer Brush
Keyword(s):  
Cognitive Functioning ◽  
Educational Program ◽  
Social Withdrawal ◽  
Quality Care ◽  
Critical Role ◽  
Family Care ◽  
Speech Language Pathologists ◽  
Care Partners ◽  
Provide Quality Care ◽  
Solution Focused

Speech-language pathologists can play a critical role in providing education and intervention to prevent social withdrawal, prevent premature disability, and maximize cognitive functioning in persons with MCI. The purpose of this article is to describe positive, solution-focused educational program that speech-language pathologists can implement with family care partners to improve relationships and provide quality care for someone living with MCI.

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