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.
| Language | English |
|---|---|
| Pages | 1251–1266 |
| Number of pages | 16 |
| Journal | International Journal of Science and Mathematics Education |
| Volume | 17 |
| Issue number | 7 |
| Early online date | 2 Oct 2018 |
| DOIs | |
| Publication status | Published - Oct 2019 |
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Keywords
- arts-integrated STEM
- STEAM education
- conceptual understanding
- intercultural STEAM program
Cite this
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A theoretical framework for developing an intercultural STEAM program for Australian and Korean students to enhance science teaching and learning. / Chu, Hye Eun; Martin, Sonya N.; Park, Jennifer.
In: International Journal of Science and Mathematics Education, Vol. 17, No. 7, 10.2019, p. 1251–1266.Research output: Contribution to journal › Article › Research › peer-review
TY - JOUR
T1 - A theoretical framework for developing an intercultural STEAM program for Australian and Korean students to enhance science teaching and learning
AU - Chu,Hye Eun
AU - Martin,Sonya N.
AU - Park,Jennifer
PY - 2019/10
Y1 - 2019/10
N2 - 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.
AB - 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.
KW - arts-integrated STEM
KW - STEAM education
KW - conceptual understanding
KW - intercultural STEAM program
UR - http://www.scopus.com/inward/record.url?scp=85054510746&partnerID=8YFLogxK
U2 - 10.1007/s10763-018-9922-y
DO - 10.1007/s10763-018-9922-y
M3 - Article
VL - 17
SP - 1251
EP - 1266
JO - International Journal of Science and Mathematics Education
T2 - International Journal of Science and Mathematics Education
JF - International Journal of Science and Mathematics Education
SN - 1571-0068
IS - 7
ER -