STEAM Education Initiatives in Nepal

The purpose of this paper is to highlight the status of STEAM education in Nepal. I conducted a literature review focusing on document analysis for generating themes/categories of STEAM initiatives in Nepal from various sources such as websites, brochures, reports, and government publications. The major themes emerged from the analysis of documents were-- focus on integrated education, STEAM projects, STEAM-challenge, awareness to STEAM education, and academic program in STEAM education. I discussed the challenges of STEAM education followed by the conclusion

Conceptualization of STEAM Education in the Elementary Classroom

Science, Technology, Engineering, Art, and Mathematics (STEAM) education is an instructional approach to education in which students demonstrate creative approaches in experiential, inquiry-based learning within the STEM disciplines. Despite the national focus on STEAM education, there exists considerable uncertainty as to what constitutes STEAM education and how classroom educators make sense of their conceptualization of STEAM in their classroom within the state of Georgia. The method of conceptualization is the internal processing of thoughts that produce new ideas or knowledge. This descriptive case study offers thoughtful new insights on how educators in a STEAM-certified elementary school in a school district located in Georgia conceptualize STEAM education. The study employed three instruments to gain authentic insight into participants’ conceptualizations of STEAM education in their elementary classroom settings. The data from this descriptive case study suggest STEAM education is a distinctively different approach to instruction beneficial for student success in the 21st-century landscape. The data indicated STEAM education is socially constructed and most effectively implemented in a transdisciplinary manner. This descriptive case study findings offers intersubjective knowledge for enhanced collective knowledge of STEAM in the elementary classroom setting and advances the understanding that one, singular conceptualization of STEAM implementation in the classroom setting may not be an appropriate goal or target. Instead, the basic tenets of culture, change, and context need to be considered on an individual basis if STEAM education continues to progress as a widely used curricular approach for student success in the 21st century landscape

Toward future 'mixed reality' learning spaces for STEAM education

Digital technology is becoming more integrated and part of modern society. As this begins to happen, technologies including augmented reality, virtual reality, 3d printing and user supplied mobile devices (collectively referred to as mixed reality) are often being touted as likely to become more a part of the classroom and learning environment. In the discipline areas of STEAM education, experts are expected to be at the forefront of technology and how it might fit into their classroom. This is especially important because increasingly, educators are finding themselves surrounded by new learners that expect to be engaged with participatory, interactive, sensory-rich, experimental activities with greater opportunities for student input and creativity. This paper will explore learner and academic perspectives on mixed reality case studies in 3d spatial design (multimedia and architecture), paramedic science and information technology, through the use of existing data as well as additional one-on-one interviews around the use of mixed reality in the classroom. Results show that mixed reality can provide engagement, critical thinking and problem solving benefits for students in line with this new generation of learners, but also demonstrates that more work needs to be done to refine mixed reality solutions for the classroom

Publication Trends from STEAM in Education from Scopus Database: Bibliometric Analysis

The objective of this study is to shed light on the domain of STEAM education research by employing a three-pronged strategy. This article provides a bibliometric analysis of STEAM education literature by focusing on three major research questions (RQs): RQ1. How has research on STEAM education progressed? RQ2. Who is the most influential in STEAM education research? RQ3. Which affiliations and countries are contributing to STEAM in education? This study combines quantitative analysis with descriptive methods. The evolution of STEAM education and the pattern of publishing found in Scopus, which is determined by research connections, research themes, and scientific journals, are of interest to researchers. Throughout this research, the Bibliometrix R-tool and the BiblioShiny software packages were utilized, one at a time, for data analysis, reduction, visualization, and mapping, respectively. In response to RQ1, this study found the Annual Growth Rate to be 24.19%. This finding is based on the trend of publications in STEAM in Education. The results indicate that there has been an increase in the number of journal articles devoted to this subject, which are frequently disseminated. The second question this research aims to answer is which areas of STEAM education research have the most influence. While Piperopoulos P has the top spot for the most globally mentioned documents, Perignat E holds the top spot for the most locally cited papers. In the meantime, Herro D is a writer who has contributed to the study done in the field of STEAM education. As for RQ3, it can be noted that Jeju National University and the Korea National University of Education are the top two campuses in the world regarding STEAM in Education research publications, both of which are located in South Korea

Developing Confidence in STEAM: Exploring the Challenges that Novice Elementary Teachers Face

This essay explores the challenges that novice elementary teachers may face as they attempt to enact the practices of STEAM education. Specifically, I will explore research that suggests that novice elementary teachers lack confidence in their ability to lead lessons rooted in either scientific inquiry or arts-integration. This has, I argue, clear implications for the development of STEAM education. Advocates of STEAM education must ensure that novice elementary teachers are provided with the necessary scaffolds and supports that will empower them to engage in authentic and ambitious STEAM practices

A Spider\u27s Approach To STEAM

In this paper we present an overview of different approaches towards STEAM education, including the choices in methodology and pedagogy. From these various viewpoints we build up a framework for STEAM education and relate it to a real-world problem, namely, how a small spider can catch a prey

Fostering a Lifelong Love of Plants; Educator Stories from a Botanical Garden

With a growing interest in community-based STEAM education, 10 environmental educators with the Vancouver Botanical Gardens Association share their experiences connecting people to plants at VanDusen Botanical Garden and Bloedel Conservatory, located on the unceded ancestral shared lands of the xʷməθkwəy̓əm (Musqueam), Skwxwú7mesh (Squamish), and Səl̓ílwətaʔ/Selilwitulh (Tsleil-Waututh) Nations. Each educator contributes various perspectives based on their unique backgrounds and lived experiences, which culminate in a shared story of passion for the natural world and its belonging in STEAM education. This narrative demonstrates that STEAM education flourishes when informal and formal educators work collaboratively and embrace new educational opportunities, engage senses through experiential place-based education, explore Two-Eyed Seeing and reciprocity, include diverse perspectives and recognize how lived experiences shape worldview, share passion and curiosity with learners, and foster appreciation of the natural world.  &nbsp

STEAM education at Master level

[EN] This work presents the Innovation and Improvement Learning Project ¿Applying STEAM strategies in the Social Sciences and Arts areas by means of a Service-learning methodology¿ that aims to facilitate the acquisition of the Science, Technology, Engineering, Arts and Maths competences of Master students in the Universitat Politécnica de València (UPV) by means of a service-learning focus. An interdisciplinary group of seven lecturers work in an own model that latter could be also applied to other Master and Bachelor Programs. By now, we have developed a competence sheet for each STEAM competence that could be applied in any subject that would like to work on it. To achieve these competences by a holistic approach, we also relate them to the UPV transversal competences and to the United Nations Sustainable Development Goals. The final objective is that any program could cover all the STEAM competences to add value to the students¿ learning. The first results show that, putting all these concepts together, we compel the students to propose creative solutions that could help organizations as well as individuals.This work has been developed within the project ¿Applying STEAM strategies in the Social Sciences and Arts areas by means of a Service-learning methodology¿, conducted by Professor María de Miguel Molina, and with the support of the Universitat Politécnica de València (Science Education Institute, ICE).De-Miguel-Molina, M.; Catalá-Pérez, D.; Peiró Signes, A.; Segarra-Oña, M. (2020). STEAM education at Master level. Iated. 1260-1264. https://doi.org/10.21125/inted.2020.04281260126

STEAM Education in Ontario, Canada: A Case Study on the Curriculum and Instructional Models of Four K-8 STEAM Programs

STEM (Science, Technology, Engineering, and Mathematics) learning and project-based learning are important educational initiatives in North America. However, it is important to consider whether current STEM educational practices are sufficient to prepare students for the world they are to live and work in. This prompts discussions about STEAM (Science, Technology, Engineering, Arts and Mathematics) which is shifting educational paradigms towards art integration in STEM subjects. This study investigates the STEAM education reform movement in Canada to better understand the STEAM curriculum and instructional programs offered by non-profit organizations and publicly funded schools. This research study addresses the following major questions: 1) what curriculum and instruction models of STEAM education are implemented in non-profit and in-school contexts in Ontario, Canada? 2) What do students learn through different models of STEAM education? 3) What types of assessment of student learning is happening in STEAM education? 4) How do classroom teachers view such models of STEAM education in meeting their curriculum and instruction goals? To explore these questions, I took a small sample of four different STEAM programs in Ontario, Canada. I conducted interviews, observations, content analysis of curriculum documents and a focus group interview. At the four research sites, the main pedagogies used are design-based and inquiry-based models which focused on the students’ interests and encourages students to construct their own knowledge. Students learn character-building skills that empower them to solve real-world problems, develop perseverance and grit, engage in their community and develop a global perspective. The instructors/teachers describe the STEAM tasks at each site as rich and authentic experiences. The findings also suggest that sharing the learning in the STEAM program with the community extends the learning experiences to a wider community and contributes to the collective knowledge about how students learn. This study can inform teaching practices for teachers who seek to engage and motivate students by integrating the arts in STEM subjects. This study also promises to deepen the field’s understanding of STEAM education in Canada and to provide new insights into the practicality, affordances, and tensions of designing and implementing a STEAM program

A Green Peel on STEAM Education: An Innovative and Sustainable Education Scheme Integrating STEAM and Environmental Education

The STEAM education in China started late so it is still in its infancy. Its curriculum is partial to IT and Internet, which is against the original purpose of interdisciplinary education in STEAM. Meanwhile, the resources put on environmental education are minute so the environmental awareness of citizens is very weak. Therefore, we have proposed an innovative education scheme—integrating STEAM, environmental and family education together so that they can complement each other. Such a scheme not only makes STEAM education more comprehensive, it can also make environmental education more effective. To implement our scheme, we have made use of peel wastes to produce a new natural peel crayon. The whole production process is further developed to a curriculum which serves as an education model that combines all five elements in STEAM education. Together we have created a ‘learning package’ that takes care of students’ individuality in education. After putting it into practice, we have received positive feedbacks from both parents and children. Furthermore, we have done several standard tests to ensure the safety of our peel crayons. Results have proved the feasibility of our new education scheme. Such a scheme has provided a role model for integration of environmental and STEAM education. In the future, we hope to develop more education models to make our learning package more diverse and applied in different aspects