Literaturnachweis - Detailanzeige
| Autor/inn/en | York, Portia; Zhang, Shaoan; Yang, Mei; Muthukumar, Venkatesan |
|---|---|
| Titel | Crochet: Engaging Secondary School Girls in Art for STEAM's Sake |
| Quelle | In: Science Education International, 33 (2022) 4, S.392-399 (8 Seiten)Infoseite zur Zeitschrift
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1450-104X |
| Schlagwörter | Art Education; STEM Education; Females; Sense of Community; Creativity; Well Being; Secondary School Students; Student Attitudes; Handicrafts; Art Activities; Constructivism (Learning); Summer Programs |
| Abstract | Recent STEAM programs have made accomplishments in recruiting K-12 girl students to participate in STEAM activities. Educational researchers have called for studies of how STEM programs engage girls. However, little research has embedded STEM education with girl education such as their emotional needs, identity, and self-expression. This study examined how crochet that was embedded in a STEM summer camp impacted their sense of belonging (SoBL), creativity, well-being, and STEAM learning. For this qualitative study, surveys were conducted with 37 student participants and Discord was used as part of the data sources. Findings indicated that crocheting enhanced students' SoBL, creativity, and well-being, as well as STEM learning. This study contributes to the STEM learning program design for girls in secondary schools with two closely related theories: Constructivist learning environment theory and SoBL theory. This study added new knowledge to the research of crochet in girl education and STEM program design. (As Provided). |
| Anmerkungen | International Council of Associations for Science Education. Dokuz Eylul University Faculty of Education, Buca, Izmir 35150, Turkey. Tel: +90-532-4267927; Fax: +90-232-4204895; Web site: http://www.icaseonline.net/seiweb/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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