A theoretical framework for developing an intercultural STEAM program for Australian and Korean students to enhance science teaching and learning

Hye Eun Chu*, Sonya N. Martin, Jennifer Park

*Corresponding author for this work

    Research output: Contribution to journalArticlepeer-review

    8 Citations (Scopus)

    Abstract

    Recently, pedagogical approaches have focused on creating arts-integrated STEM (Science, Technology, Engineering, and Mathematics) or STEAM classes, which have drawn attention to the importance of the arts in science education. Despite increasing development and implementation of STEAM initiatives in science, there is limited discussion on the theoretical foundations, which could provide sound guidelines for science educators and teachers in planning and teaching STEAM curricula. In this paper, we set out the theoretical framework that explains and justifies integration of the arts and socio-cultural interaction into science teaching and learning. We explain in some detail the component theoretical elements and describe how these elements translate into teaching/learning practices in STEAM lessons. We conclude by re-emphasising the application of theoretical frameworks for the design of teaching/learning practices in an intercultural STEAM program.

    Original languageEnglish
    Pages (from-to)1251–1266
    Number of pages16
    JournalInternational Journal of Science and Mathematics Education
    Volume17
    Issue number7
    Early online date2 Oct 2018
    DOIs
    Publication statusPublished - Oct 2019

    Keywords

    • arts-integrated STEM
    • STEAM education
    • conceptual understanding
    • intercultural STEAM program

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