The STEAM Journal最新文献_第10页

Specimen X1-2020 behind the cover 封面后面的标本X1-2020

The STEAM Journal Pub Date : 1900-01-01 DOI: 10.5642/steam.20200402.28

Clayton Ehman

引用次数: 0

Three, Thirteen, Thirteen 三，十三，十三

The STEAM Journal Pub Date : 1900-01-01 DOI: 10.5642/steam.201301.33

Aisha Agee, Michael J. Franklin

引用次数: 0

Victoria Harbour in Hong Kong: 150 years 香港的维多利亚港:150年

The STEAM Journal Pub Date : 1900-01-01 DOI: 10.5642/steam.20150201.18

Vivian Ngo

引用次数: 0

A Teen’s Perspective on Sustainability 青少年对可持续发展的看法

The STEAM Journal Pub Date : 1900-01-01 DOI: 10.5642/steam.20200402.25

Sofia Rodriguez

引用次数: 0

Creating STEAM with Design Thinking: Beyond STEM and Arts Integration 用设计思维创造STEAM:超越STEM和艺术融合

The STEAM Journal Pub Date : 1900-01-01 DOI: 10.5642/steam.20170301.11

D. Henriksen

{"title":"Creating STEAM with Design Thinking: Beyond STEM and Arts Integration","authors":"D. Henriksen","doi":"10.5642/steam.20170301.11","DOIUrl":"https://doi.org/10.5642/steam.20170301.11","url":null,"abstract":"This article suggests the value in a broad view of STEAM beyond arts-integration, as well as the potential of design thinking for STEAM. Despite much interest in STEAM it is often challenging for many teachers to integrate into their teaching of school subject matter. I suggest that as an interdisciplinary crossroads, design thinking provides a natural bridge between the arts, sciences, and other subjects. In this it can offer guiding flexible structure and in-road for teachers to design STEAM-based lessons, and to incorporate as an integrated aspect of students’ STEAM learning. I discuss an example of an elementary Spanish teacher, who, as a student in a graduate-level design thinking and education course, used design thinking to design an interdisciplinary STEAM project for her students. This example illustrates how design thinking can guide teachers’ STEAM curriculum design, and be interwoven into elements of STEAM curricula, to open up more interdisciplinary, creative and project-based opportunities. Author/Artist Bio Dr. Danah Henriksen is an Assistant Professor of Educational Leadership and Innovation at Arizona State University. Her research interests focus on creativity, thinking skills and design thinking for education. Her work and research has been published in peer-reviewed educational journals such as Teachers College Record, Educational Technology, and Tech Trends, as well as practitioner venues such as Educational Leadership and Art Education Journal. She is Co-Chair of the Creativity SIG for the Society of Information Technology in Education. Danah teaches varied courses in the area of educational psychology, systems change and leadership, design thinking and creativity in educational settings.","PeriodicalId":438783,"journal":{"name":"The STEAM Journal","volume":"76 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134173453","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 59

Design for STEAM: Creating Participatory Art with Purpose STEAM设计:创造有目的的参与式艺术

The STEAM Journal Pub Date : 1900-01-01 DOI: 10.5642/steam.20180302.08

Nick Kamienski, N. Radziwill

引用次数: 2

Art Meets Science! Get over it . . . 艺术遇上科学!克服它……

The STEAM Journal Pub Date : 1900-01-01 DOI: 10.5642/steam.201301.31

Stephen Nowlin

引用次数: 0

Macromolecules and Monologues: How Science and Arts Classes Motivate Students for College 大分子和独白:科学和艺术课程如何激励学生上大学

The STEAM Journal Pub Date : 1900-01-01 DOI: 10.5642/steam.20150201.25

A. Acosta

{"title":"Macromolecules and Monologues: How Science and Arts Classes Motivate Students for College","authors":"A. Acosta","doi":"10.5642/steam.20150201.25","DOIUrl":"https://doi.org/10.5642/steam.20150201.25","url":null,"abstract":"This study investigates how science and performing arts classes motivate high school students, particularly students of color, to pursue higher education. The changes in funding and perceived importance of Science, Technology, Engineering and Math (STEM) vs. Visual Performing Arts (VPA) classes and programs, as well as the underrepresentation of students of color in these areas, make this topic important. Existing literature independently examines the positive effects of science and arts classes on student success but fails to compare the benefits of these programs and to include the student voice. Through the use of participant observation, questionnaires, and interviews, this study aims to compare if and how a physiology and an acting class at Charlotte High School motivate students to pursue college. Findings suggest that science and arts courses influence students’ motivation differently. Questionnaire findings show that acting students were more likely to agree that their class is fun, helpful, and motivating than their peers in the physiology class. Interview findings matched these results. For example, questionnaire data reveals that students enrolled in the acting class are more motivated to pursue a college degree than those in the physiology class. This may be due to more engaging pedagogy and activities that build confidence in the class. Study implications highlight the need for continued funding of arts education to nurture unmotivated high school students’ college aspirations. Author/Artist Bio Alejandra Acosta is an undergraduate student at UCLA studying Sociology, Spanish, and Chicana/o Studies. Her experience as a performing arts student in high school inspired this topic as her first research project. Alejandra aspires to enter the education field and be an advocate for equity, bilingual education, and performing arts education.","PeriodicalId":438783,"journal":{"name":"The STEAM Journal","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122207259","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 3

Getting Real about the E in STEAM STEAM中的E是真实的

The STEAM Journal Pub Date : 1900-01-01 DOI: 10.5642/STEAM.201301.06

J. Catterall

{"title":"Getting Real about the E in STEAM","authors":"J. Catterall","doi":"10.5642/STEAM.201301.06","DOIUrl":"https://doi.org/10.5642/STEAM.201301.06","url":null,"abstract":"STEM and STEAM are in the news. Researchers and educators in my field (cognition, art, and creativity) argue reasons for adding the A to STEM. While I visit this below, my focus is elsewhere. In this brief essay, I want to explore the meaning and importance of the E appearing in both STEM and STEAM. What’s engineering doing in this mix? And what are some reasons for affirming the arts when the role of engineering is clarified? Author/Artist Bio Dr. James S. Catterall is Professor Emeritus and past Chair of the Faculty at the UCLA Graduate School of Education and Information Studies. Dr. Catterall is an Affiliate Faculty member at the UCLA Center for Culture, Brain, and Development. Dr. Catterall is also the Principal Investigator at the Centers for Research on Creativity, (CRoC), based in Los Angeles and London, UK. (www.croc-lab.org). Dr. Catterall is coauthor of “Critical Links: Learning in the Arts and Student Academic and Social Development,” Arts Education Partnership’s (AEP) 2002 landmark compilation, which provides summaries of numerous significant research studies in dance, drama, the multi-arts, music and visual arts as well as comprehensive summaries written by some of the most recognized names in arts research.","PeriodicalId":438783,"journal":{"name":"The STEAM Journal","volume":"576 ","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120869548","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 10

Engaging Many Minds: Nurturing Collaboration in a STEAM Context 多方参与:在STEAM环境中培养协作

The STEAM Journal Pub Date : 1900-01-01 DOI: 10.5642/steam.20150201.12

Mark Dzula

引用次数: 0