I have been analyzing a variety of articles, journals, and videos for my research. This week I decided to write my blog post about a few sources I have analyzed.
When I was researching sources to use, I began by looking up “STEAM Education” on the Oregon State University library website. I found articles that could be useful, but I didn’t find much that was specific enough to my topic. This led me to change my keywords slightly. I found out that I couldn’t have too specific of a search either. In the end, to find my sources I had to search for something in between those two. Those two being something extremely specific to what I’m interested in, and just a broad key term. The library website is an excellent place to get resources because there are so many free PDFs on useful information for any field of research.
The article titled Designing STEAM Education: Fostering Relationality through Design-Led Disruption is about how and why educators can implement STEAM concepts. The article begins with the idea that integrating art with STEAM can be rewarding because “teachers that can see the evidence that supports change and can learn how to teach alternative approaches” (MacDonald et al. 229). An advantage of teachers knowing how to teach alternative approaches is that “(they) can start to get a sense of how confusion creates problems, and problems provide opportunity for reimagining and innovation. It is at this point that the arts and the sciences are on common ground.” (MacDonald et al. 230). The author’s theory of the education field enhancing with more STEAM implementation is extremely useful because it sheds light on the difficult problem of students not being properly engaged and equipped for real-world experiences.
Many critics of STEAM will argue that there is no room for art in STEM because the topics are too conflicting and have different priority levels. The author of this article thinks that claim is false because the data “reflects the very essence of powerful transformative teaching and learning experiences and, in turn, meaningful research”(MacDonald et al. 237). I believe that STEAM education tactics lead to the emergence of more meaningful research and it is shown through what was written in the article.
Later on in the article, the author explained how the modern STEAM classroom is “precisely the risky, messy, disrupted place from which twenty-first-century skills – in teaching and learning, industry and life – evolve.” (MacDonald et al. 237). Those unfamiliar with this school of thought may be interested to know that it basically boils down to the idea that it can be messy when interdisciplinary methods are used when teaching STEM, but that’s how growth occurs.
In the article, Exploring the Explicit Teaching Strategies in STEAM Program of Climate Change (2020), Young Shin Park and Jo Hoon Park claim that specific teaching strategies are extremely vital to having a successful education environment. They support their claim by analyzing a 10-lesson climate change STEAM program conducted, then concluded that activities relating to STEAM need to express the world we live in and finally explain why it is important to educate others in a trial and error type of way. The author’s purpose is to convince educators that to inspire more opportunities for students to learn the skills needed to solve real problems, it’s necessary to include STEAM lessons that include understanding context presentation, performing creative design, and experiencing emotional touch. They establish an educational tone for teaching and convincing educators to follow what they’ve learned.
Cathérine Conradty and Franz Xaver Bogner in the article, STEAM teaching professional development works: effects on students’ creativity and motivation (2020), argue that the inclusion of creativity and social skills that STEAM brings into the classroom leads to more student success in the classroom and beyond. They develop their claim by analyzing studies that compare creativity to motivation, establish a strong correlation, and finally conclude that attitude towards learning and teaching improves. The author’s purpose is to recommend that educators integrate STEAM activities in the classroom to better accomplish educational goals. They adopt a professional tone to appeal to those in the education field.
Conradty Cathérine, and Franz Xaver Bogner. “Steam Teaching Professional Development Works: Effects on Students’ Creativity and Motivation.” Smart Learning Environments, vol. 7, no. 1, 2020, doi:10.1186/s40561-020-00132-9.
MacDonald, Abbey, et al. “Designing STEAM Education: Fostering Relationality through Design-Led Disruption.” International Journal of Art & Design Education, vol. 39, no. 1, 2020, p. 227+. Gale Academic OneFile, link.gale.com/apps/doc/A613523827/AONE?u=s8405248&sid=AONE&xid=03d546af. Accessed 25 Apr. 2021.
Park, Young Shin, and Jo Hoon Park. “Exploring the Explicit Teaching Strategies in STEAM Program of Climate Change.” Asia-Pacific Science Education, vol. 6, no. 1, 2020, pp. 116–151., doi:10.1163/23641177-bja00002.