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Full-Text Articles in Education
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 …
Learning Requires Attention For Binding Affective Reinforcement To Information Content, Chia Mun Foo
Learning Requires Attention For Binding Affective Reinforcement To Information Content, Chia Mun Foo
Scripps Senior Theses
Humans are limited in their capacity to process information about the environment; to choose the most salient details to process, we have to make rapid value appraisals and prioritize our attentional resources. In this proposed study, it is expected that attention is required to learn from affective information. Learning is measured by the difference between update (the difference between the first and second estimation) and the estimation error (the difference between the average likelihood and the first estimation). Using a belief-updating paradigm, participants will be asked to estimate their likelihood of encountering a negative event, once before and once after …