Connected Learning in STEAM Classrooms: Opportunities for Engaging Youth in Science and Math Classrooms
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| Title: | Connected Learning in STEAM Classrooms: Opportunities for Engaging Youth in Science and Math Classrooms |
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| Language: | English |
| Authors: | Quigley, Cassie F. (ORCID |
| Source: | International Journal of Science and Mathematics Education. Dec 2020 18(8):1441-1463. |
| Availability: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 23 |
| Publication Date: | 2020 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Junior High Schools Middle Schools Secondary Education |
| Descriptors: | Art Education, STEM Education, Learner Engagement, Middle School Students, Middle School Teachers, Youth, Design, Cooperative Learning, Context Effect, Learning Theories |
| DOI: | 10.1007/s10763-019-10034-z |
| ISSN: | 1571-0068 |
| Abstract: | STEAM education evolved to address the critical demand for creative transdisciplinary teaching that was under-realized in STEM programs. However, this novel concept has not been clearly conceptualized; this is likely attributed to the lack of a grounding theory to frame STEAM. We propose using connected learning theory to examine a previously developed STEAM conceptual model. This work explores the potential of connected learning theory to understand specific STEAM instructional practices. Using observations of 43 middle-grade teachers from 14 schools enacting STEAM practices in their classrooms, we examined what connected learning looked like in STEAM classrooms and how the STEAM conceptual model could be enhanced by analyzing implementation practices through the principles of connected learning. The qualitative data analysis of observations, video recorded data, and debriefing sessions with teachers after the observations included two rounds of analysis. This found significant overlap in ideas of connected learning and STEAM, notably a shared emphasis on design, collaboration, and contextualized learning. |
| Abstractor: | As Provided |
| Entry Date: | 2020 |
| Accession Number: | EJ1271920 |
| Database: | ERIC |
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| Abstract: | STEAM education evolved to address the critical demand for creative transdisciplinary teaching that was under-realized in STEM programs. However, this novel concept has not been clearly conceptualized; this is likely attributed to the lack of a grounding theory to frame STEAM. We propose using connected learning theory to examine a previously developed STEAM conceptual model. This work explores the potential of connected learning theory to understand specific STEAM instructional practices. Using observations of 43 middle-grade teachers from 14 schools enacting STEAM practices in their classrooms, we examined what connected learning looked like in STEAM classrooms and how the STEAM conceptual model could be enhanced by analyzing implementation practices through the principles of connected learning. The qualitative data analysis of observations, video recorded data, and debriefing sessions with teachers after the observations included two rounds of analysis. This found significant overlap in ideas of connected learning and STEAM, notably a shared emphasis on design, collaboration, and contextualized learning. |
|---|---|
| ISSN: | 1571-0068 |
| DOI: | 10.1007/s10763-019-10034-z |
