Connected Learning in STEAM Classrooms: Opportunities for Engaging Youth in Science and Math Classrooms

Autor/inn/en	Quigley, Cassie F.; Herro, Dani; Shekell, Calli; Cian, Heidi; Jacques, Lori
Titel	Connected Learning in STEAM Classrooms: Opportunities for Engaging Youth in Science and Math Classrooms
Quelle	In: International Journal of Science and Mathematics Education, 18 (2020) 8, S.1441-1463 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Quigley, Cassie F.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1571-0068
DOI	10.1007/s10763-019-10034-z
Schlagwörter	Art Education; STEM Education; Learner Engagement; Middle School Students; Middle School Teachers; Youth; Design; Cooperative Learning; Context Effect; Learning Theories + Suchen Sie Ihr Suchwort? Arts; Education; Art in Education; Kunst; Bildung; Erziehung; STEM; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Jugend; Jugendlicher; Jugendalter; Kooperatives Lernen; Learning theory; Lerntheorie
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01