STEAM - As a new learning technology in the teaching of chemistry

ANCIENT LAND ◽  
2021 ◽  
Vol 03 (03) ◽  
pp. 47-49
Author(s):  
Nərgiz Nazim qızı Əhlimanova ◽  
Keyword(s):  
Critical Thinking ◽  
Learning Technology ◽  
Approach To Learning ◽  
Science Technology ◽  
The Arts ◽  
Steam Education ◽  
New Learning ◽  
Inquiry Dialogue ◽  
And Mathematics ◽  
Student Inquiry

STEAM Education is an approach to learning that uses Science, Technology, Engineering, the Arts and Mathematics as access points for guiding student inquiry, dialogue, and critical thinking. Use of STEAM lessons in teaching process, increased critical thinking, improved student achievement and help to development of personality formation. This article discusses the advantage of the STEAM methods and shown that an example of a STEAM-based chemistry lesson model. Key words: STEAM education,critical thinking, science, technology, engineering, teaching of chemistry, chemical experiment

Full STEAM Ahead With a Space-Age Sound Artist

2019 ◽  
Vol 33 (1) ◽  
pp. 41-44
Author(s):  
Brittany Nixon May
Keyword(s):  
Critical Thinking ◽  
Picture Book ◽  
General Music ◽  
Music Classroom ◽  
Science Technology ◽  
The Arts ◽  
Space Age ◽  
And Mathematics ◽  
Student Inquiry

The STEAM model emphasizes process-based learning that guides student inquiry, critical thinking, and creativity in science, technology, engineering, the arts, and mathematics. The children’s picture book biography Esquível: A Space-Age Sound Artist, provides an ideal catalyst for STEAM activities in the general music classroom. General considerations for designing and implementing STEAM activities in the general music classroom are discussed and include specific examples of how to apply them in developing STEAM activities related to Esquível and his music.

scholarly journals Gender Stereotypes and STEAM Education

2021 ◽  
Vol 3 (2) ◽  
Author(s):  
Keyword(s):  
Gender Stereotypes ◽  
Value Added ◽  
Approach To Learning ◽  
Science Technology ◽  
The Arts ◽  
Steam Education ◽  
The Creation ◽  
Gender Awareness ◽  
And Mathematics

Then we talk about gender stereotypes in Steam education we can find in the societal mentality: „Girls don´t find STEAM interesting” „Boys are more capable for STEAM”, „Boys are oriented to achievements, girls to feelings and society”. This paper presents the results of sensitive gender workshops, to provide illustrations of stereotypes as an input for the creation of value-added content with gender awareness and continue sensitizing teachers about gender stereotypes in approach to learning that uses Science, Technology, Engineering, the Arts and Mathematics in education

scholarly journals Ensuring the security of youth in the online world: the potential of the digital art and steam education

2020 ◽  
Vol 18 (3) ◽  
pp. 183-188
Author(s):  
V. Prezhdarova ◽  
D. Pastarmadzhieva
Keyword(s):  
Critical Thinking ◽  
Digital Art ◽  
Comparative Approach ◽  
Huge Number ◽  
Digital World ◽  
Science And Art ◽  
Science Technology ◽  
Steam Education ◽  
Interdisciplinary Nature ◽  
And Mathematics

The online world offers a huge number of opportunities and variety of information sources, which differ significantly from each other. To high extent the online world is the place, where youth spend most of their time. In such situation the creative and critical thinking are essential to help youth integrate and develop their individuality in the digital world. Furthermore, the interdisciplinary nature of digital art serves to develop creativity and critical thinking. In this way, they create new knowledge, which forms the necessary qualities for faster socialization in the virtual society. Thus, digital art merges with STEAM education, where science and art are integrated, namely Science, Technology, Engineering, Arts and Mathematics. The purpose of the current study is to identify the possible impact of STEAM education on the formation of the creative and critical thinking among young people. The authors use various methods such as analysis of the content, historical and comparative approach. The results show that the digital art and STEAM education can give the youth knowledge about how the technology is created and then express themselves through the art, which leads us to the conclusion that the indeed can support the creative and critical thinking.

scholarly journals STEAM education: An opportunity to transcend gender and disciplinary norms in early childhood?

2021 ◽  
pp. 146394912110514
Author(s):  
Sofie Areljung ◽  
Anna Günther-Hanssen
Keyword(s):  
Early Childhood ◽  
Mathematics Education ◽  
Educational System ◽  
Early Years ◽  
Childhood Education ◽  
Science Technology ◽  
The Arts ◽  
Steam Education ◽  
The World ◽  
And Mathematics

STEAM (science, technology, engineering, arts and mathematics) education is currently gaining ground in many parts of the world, particularly in higher stages of the educational system. Foreseeing a development of STEAM policy and research also in the early years, this colloquium seeks to bring questions of gendering processes to the table. The authors aspire to prevent the development of a gender-blind STEAM discourse for early childhood education. Instead, they encourage practitioners and researchers to make use of STEAM education to recognise and transcend gendered norms connected to children’s being and learning in the arts, STEM and STEAM.

scholarly journals A prototyping tool for kinetic mechanism design and fabrication: Developing and deploying M.Sketch for science, technology, engineering, the arts, and mathematics education

2018 ◽  
Vol 10 (12) ◽  
pp. 168781401880410 ◽  
Author(s):  
Han-Jong Kim ◽  
Yunwoo Jeong ◽  
Ju-Whan Kim ◽  
Tek-Jin Nam
Keyword(s):  
Digital Fabrication ◽  
Kinetic Mechanism ◽  
Walking Robots ◽  
Integrated Science ◽  
Science Technology ◽  
The Arts ◽  
Computational Support ◽  
Steam Education ◽  
Kinetic Mechanisms ◽  
And Mathematics

Recently, the demand for designing mechanism-embedded artifacts has increased in personal digital fabrication. However, it is difficult for nonexperts without engineering knowledge to design and build a prototype with a kinetic mechanism. We present M.Sketch, a prototyping tool that helps nonexperts to design and build linkage-based kinetic mechanisms. It enables the user to easily configure the linkage-based mechanism with a simple interface applying a geometry drawing metaphor. The tool features computational support, including interactive visualization, top-down optimization, and connection to digital fabrication, to obtain and build the desired movement. In order to support science–art integrated science, technology, engineering, the arts, and mathematics (STEAM) education related to digital fabrication of interactive artifacts, we deployed M.Sketch in design workshops and student contests of walking robot design. The participants in the contests were able to successfully design and build walking robots with the Theo-Jansen mechanism using various support features of M.Sketch. Based on the development and deployment in science, technology, engineering, the arts, and mathematics educational domains, we figured out several implications, and further improvement points of prototyping tools supporting nonexperts in designing mechanism-embedded interactive artifacts.

Pengembangan LKPD Terintegrasi STEM-PBL (Science, Technology, Engineering, and Mathematics - Problem Based Learning) Pada Materi Hidrolisis Garam

2020 ◽  
Vol 1 (1) ◽  
Author(s):  
Annisa Syafira ◽  
Effendi Effendi
Keyword(s):  
Critical Thinking ◽  
Research And Development ◽  
Problem Based Learning ◽  
Science Technology ◽  
And Mathematics ◽  
Mathematics Problem

Salah satu target dari Kurikulum 2013 adalah menciptakan peserta didik yang berguna, imajinatif, artistik dan amotif serta mempunyai andil dalam aktivitas masyarakat. Sejalan pada kurikulum 2013, kecakapan abad 21 juga menuntut peserta didik untuk memiliki kemampuan 4C yaitu critical thinking, creativity, communication and colaboration.  Hal tersebut dapat diwujudkan dengan menerapkan model pembelajaran berbasis penyelesaian masalah (PBL) dengan pendekatan STEM. Penelitian ini bertujuan untuk menghasilkan LKPD terintegrasi STEM-PBL pada materi Hidrolisis Garam dan menentukan validitas dan kepraktisan LKPD yang dikembangkan. Jenis penelitian berupa Research and Development (RD) dengan menerapkan model 4D, yang meliputi empat tahap yaitu: tahap define, tahap design, tahap develop dan tahap disseminate. Penelitian ini dibatasi hingga tahap develop, tahap disseminate tidak dilaksanakan karena keterbatasan waktu. Instrumen penelitian berupa lembar validasi dan angket praktikalitas. Validitas dan juga kepraktisan data dianalisis menggunakan Formula Cappa Cohen. Berdasarkan hasil analisis angket validitas yang dilakukan oleh 5 orang validator didapatkan moment kappa (k) sejumlah 0,89 pada kategori kevalidan sangat tinggi. Hasil analisis uji praktikalitas terhadap 2 orang guru kimia diperoleh moment kappa (k) sejumlah 0,73 dengan kategori kepraktisan tinggi dan praktikalitas terhadap 9 orang peserta didik kelas XII sejumlah 0,92 pada kategori kepraktisan sangat tinggi. Hasil data mengungkapkan LKPD terintegrasi STEM-PBL valid dan praktis untuk digunakan dalam pembelajaran Kimia, terutama materi Hidrolisis Garam.

scholarly journals The ST(R)E(A)M Methodology in Kindergarten: A Teaching Proposal for Exploratory and Discovery Learning

2021 ◽  
Vol 2 (1) ◽  
pp. 1-6
Author(s):  
Paraskevi Efstratiou Foti
Keyword(s):  
Critical Thinking ◽  
Active Participation ◽  
Discovery Learning ◽  
School Teachers ◽  
Reading And Writing ◽  
Science Technology ◽  
And Mathematics

This paper attempts to present a proposal to teach the natural concepts of hydrodynamics under the ST(R)E(A)M approach. This is a comprehensive teaching proposal for pre-school teachers, with the possibility of implementation in each class, which helps the teacher to enrich his teaching with activities from science, technology, reading and writing, engineering and mathematics, promoting active participation, critical thinking, collaboration, creativity and developing skills necessary for tomorrow's citizens.

Integrating Computational Thinking and Mathematics

2022 ◽  
pp. 175-196
Author(s):  
Marja Bertrand ◽  
Immaculate Kizito Namukasa
Keyword(s):  
Education Reform ◽  
Creative Thinking ◽  
Computational Thinking ◽  
Thinking Skills ◽  
Non Profit ◽  
The Arts ◽  
Learning Mathematics ◽  
Steam Education ◽  
Context Of Learning ◽  
And Mathematics

Globally, computational thinking and coding in schools has become more popular as well as a growing area of interest in education reform. Coupling coding with creative thinking promises to meaningfully engage students in their learning and to improve their coding and computational thinking skills. This prompts discussions about STEAM (Science, Technology, Engineering, Arts, and Mathematics), which promotes creativity and innovation through the integration of the arts in STEM subjects. This study addresses the following question: What mathematics and computational thinking do students learn through different models of STEAM education in non-profit and in-school contexts? A small sample was taken of four different STEAM programs in Ontario, Canada. We carried out a qualitative case study with 103 participants, 19 adults and 84 students. The findings from this study have implications for designing, implementing and researching K-8 STEAM programs that promote coding and computational thinking skills in the context of learning mathematics.

scholarly journals Branches from the same tree: The case for integration in higher education

2019 ◽  
Vol 116 (6) ◽  
pp. 1865-1869 ◽  
Author(s):  
David Skorton
Keyword(s):  
Higher Education ◽  
Undergraduate Students ◽  
Albert Einstein ◽  
The United States ◽  
The Public ◽  
Arts And Humanities ◽  
Science Technology ◽  
The Arts ◽  
Integration Of Disciplines ◽  
And Mathematics

The nature of work is changing rapidly in the digital age, increasing the demand for skills in specific disciplines. Across the United States and beyond, this evolution has led to an increased emphasis on science, technology, engineering, and mathematics (STEM) education at every level. Meanwhile, at US institutions of higher education, the proportion of undergraduate students who earn a degree in the humanities is declining. However, while the public discussion often pits the disciplines against one another, the sciences, arts, and humanities are—as Albert Einstein once wrote—“branches of the same tree” [(2006)The Einstein Reader]. They are mutually reinforcing. Therefore, the best way to prepare the next generation for the future of work, life, and citizenship is to provide broad, holistic educational experiences that integrate the STEM disciplines with the arts and humanities. A new study from the Board on Higher Education and Workforce of the National Academies of Sciences, Engineering, and Medicine bolsters the case for such an approach, finding considerable evidence that the mutual integration of disciplines leads to improved educational and career outcomes for undergraduate and graduate students.

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