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Full-Text Articles in Education
Kids Inspire Kids For Steam, Kristof Fenyvesi, Tony Houghton, José Manuel Diego-Mantecón, Elizabeth Crilly, Adrian Oldknow, Zsolt Lavicza, Teresa F. Blanco
Kids Inspire Kids For Steam, Kristof Fenyvesi, Tony Houghton, José Manuel Diego-Mantecón, Elizabeth Crilly, Adrian Oldknow, Zsolt Lavicza, Teresa F. Blanco
The STEAM Journal
The goal of the Kids Inspiring Kids in STEAM (KIKS) project was to raise students’ awareness towards the multi- and transdisciplinary connections between the STEAM subjects (Science, Technology, Engineering, Arts & Mathematics), and make the learning about topics and phenomena from these fields more enjoyable. In order to achieve these goals, KIKS project has popularized the STEAM-concept by projects based on the students inspiring other students-approach and by utilizing new technologies, tools, open educational resources, and everyday items and materials. Through the students-inspiring-other-students-approach, we have aimed to get participating students developing STEAM activities for other students in their own local …
Creativity, Laterality And Critical State Balance In Learning, Jenny Rock, Asher Flatt
Creativity, Laterality And Critical State Balance In Learning, Jenny Rock, Asher Flatt
The STEAM Journal
Understanding the intersecting cognitive pathways that are integral to ways of thinking, creating and functioning in both art and science is an important grounding for a STEAM educational approach. We combine three divergent concepts, including creativity, hemisphere laterality, and critical state theory, to argue for a more balanced approach to learning as part of a modern meaning-centered education in STEAM. Reviewing the concept of hemisphere laterality, or how the two hemispheres of our brain have different (though not disconnected) ways of processing sensory information, we note how these two means of interpreting the world have become unbalanced in traditional modes …
Designing For Immersive Technology: Integrating Art And Stem Learning, Jane Crayton, Vanessa Svihla
Designing For Immersive Technology: Integrating Art And Stem Learning, Jane Crayton, Vanessa Svihla
The STEAM Journal
Students struggle to learn science, technology, engineering and mathematics concepts. The arts have been proposed as a means to engage students in STEM education, resulting in the idea of STEAM. This study investigates how two students in a six-week summer program solved technological and design production problems to create public service announcements for the immersive fulldome on the topic of water conservation. Qualitative data were collected, including interviews, observations, artifacts of student work and reflections. Qualitative analysis focused on integration of STEM content and practices with the arts. The study contributes to what is known about how people learn when …
From Stem To Steam: Reframing What It Means To Learn, Nicole M. Radziwill, Morgan C. Benton, Cassidy Moellers
From Stem To Steam: Reframing What It Means To Learn, Nicole M. Radziwill, Morgan C. Benton, Cassidy Moellers
The STEAM Journal
Although involvement in art and design have been shown to play an essential role in catalyzing STEM research, true integration is still an area of active research. The realization of STEM education via STEAM lends itself to interactive and participatory dialogic art; this juncture provides a nonjudgmental space to cultivate the question-making aspect of inquiry, the ability to comfortably hold uncertainty, and a sensitivity to the process of discovery. Even though STEM education can (and often is) inquiry-based, assessments still tend to focus on whether knowledge or skills have been obtained, and this is no different than the current general …
Dnr-Based Curricula: The Case Of Complex Numbers, Guershon Harel
Dnr-Based Curricula: The Case Of Complex Numbers, Guershon Harel
Journal of Humanistic Mathematics
DNR is a research-based framework which seeks to understand fundamental problems of mathematics learning and teaching. This paper discusses DNR with a particular reference to a curricular unit on complex numbers. Originally designed for college-bound high school students, the unit is structured to progress along a path that roughly parallels the development of complex numbers in the history of mathematics. We have tested the unit in three teaching experiments with inservice and prospective secondary mathematics teachers. The results from these experiments demonstrate the ways of thinking afforded and targeted by the unit. The correspondence between these ways of thinking and …