"Finding the Joy in the Unknown": Implementation of STEAM Teaching Practices in Middle School Science and Math Classrooms
Journal of Science Education and Technology Volume 25, Number 3, ISSN 1059-0145
In response to a desire to strengthen the economy, educational settings are emphasizing science, technology, engineering, and mathematics (STEM) curriculum and programs. Yet, because of the narrow approach to STEM, educational leaders continue to call for a more balanced approach to teaching and learning, which includes the arts, design, and humanities. This desire created space for science, technology, engineering, arts, and mathematics (STEAM) education, a transdisciplinary approach that focuses on problem-solving. STEAM-based curricula and STEAM-themed schools are appearing all over the globe. This growing national and global attention to STEAM provides an opportunity for teacher education to explore the ways in which teachers implement STEAM practices, examining the successes and challenges, and how teachers are beginning to make sense of this innovative teaching practice. The purpose of this paper is to examine the implementation of STEAM teaching practices in science and math middle school classrooms, in hopes to provide research-based evidence on this emerging topic to guide teacher educators.
Quigley, C.F. & Herro, D. (2016). "Finding the Joy in the Unknown": Implementation of STEAM Teaching Practices in Middle School Science and Math Classrooms. Journal of Science Education and Technology, 25(3), 410-426.
Cited ByView References & Citations Map
Danielle Herro, Cassie Quigley, Lorraine Jacques & Abby Baker, Clemson University, United States
Society for Information Technology & Teacher Education International Conference 2017 (Mar 05, 2017) pp. 1614–1623
Danielle Herro & Cassie Quigley, Clemson University, United States
Journal of Computers in Mathematics and Science Teaching Vol. 35, No. 4 (October 2016) pp. 319–342
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