Converting STEM into STEAM Programs: Methods and Examples from and for Education (Environmental Discourses in Science Education, 5)

Converting STEM into STEAM Programs
	Prologue
		References
	Book Abstract
	Contents
	About the Editors
	From STEM to STEAM: How Can Educators Meet the Challenge?
		1 Introduction
		2 STEM to STEAM
		3 Proving Some Causal Connections: Science via the Arts
		4 Creative Thinking and Problem Solving
		5 STEAM Instructional Framework
		6 STEAM and Educational Reform
		References
	The Importance of Integrating the Arts into STEM Curriculum
		1 STEM Education in the USA
			1.1 Investing in STEM
		2 STEAM: The What and Why
			2.1 The Need for Creativity
			2.2 Student Engagement
			2.3 Arts Integration and Its Influence on Retention
		3 Theory to Practice
			3.1 Planning for Success
			3.2 Major STEAM Initiatives
		4 Conclusion
		References
	Purposeful Pursuits: Leveraging the Epistemic Practices of the Arts and Sciences
		1 Introduction
		2 Background and Rationale
			2.1 Epistemic Practices in STEM
			2.2 Epistemic Practices in the Arts
			2.3 STEAM: Intersections Between the Arts and Sciences
		3 A Framework for the Intersection of Epistemic Practices in the Arts and Sciences
			3.1 Example 1 – STEAM-Rich Tinkering in a Weekly Afterschool Youth Program
			3.2 Example 2 – STEAMY Science Engagement at a Music Festival
		4 Conclusions
		References
	Investigating the Complexity of Developing STEAM Curricula for K-8 Students
		1 Conceptualizing STEAM: How Do We Avoid Repeating the Past?
		2 Positioning Our STEAM Work
		3 Professional Development to Inform STEAM Unit Creation
		4 A STEAM Education Conceptual Model
		5 The Importance of Scenario-Based Teaching in STEAM Instruction: Examples from the Field
			5.1 Example 1: Birds of Prey
		6 Problem Scenario
		7 State Standards
			7.1 Science
			7.2 English-Language Arts
			7.3 Math
			7.4 Visual Arts
			7.5 Music
		8 Daily Activities
			8.1 Example 2: DNA STEAM Unit
		9 Problem Scenario
			9.1 Driving Question
			9.2 Elements of STEAM
		10 State Standards
		11 Daily Activities
		12 Discussion
		13 Relevant, Problem-Based Scenarios
		14 Transdisciplinary Teaching
		15 Including the Arts and Humanities
		16 Technology Integration
		17 Challenges
		References
	We Need More (than) STEAM: Let’s Go for Life-Wide and Lifelong Education
		1 Introduction
		2 A Brief History of Curriculum Evolution
		3 Hitting on Some Wicked Problems of Schooling
		4 An Example of How to Address the Wicked Problem of Schooling
		5 Learning While Doing Something Important
		References
	Using Project-Based Learning to Teach STEAM
		1 Introduction
			1.1 The Interrelationship of STEAM Subjects in Solving Complex Problems
		2 Project-Based Learning
			2.1 Experiential Learning
			2.2 The Foxfire Experience (2002)
			2.3 What Has Project-Based Learning Become Today?
		3 Project Versus Problem-Based Learning
			3.1 My Place, Your Place, Our Place
		4 How PBLs Work in the Classroom
			4.1 The Teachers’ Role
			4.2 The Student’s Role
			4.3 The PBL Classroom
			4.4 Benefits of and Outcomes from PBLs in a STEAM Curriculum
		5 Research Supporting the PBL Approach
		6 How to Structure a PBL to Meet STEAM Objectives
			6.1 Topic/Problem/Grade/Length
			6.2 Topic Paragraph
			6.3 Curriculum Standards
			6.4 PBL (Learning) Objectives in the Context of STEAM
			6.5 Guiding Questions
			6.6 Product Specification
			6.7 Resources
			6.8 Student Assessment Rubrics
			6.9 In Closing
		References
	How to Structure Project-Based Learning to Meet STEAM Objectives
		1 Introduction
		2 Topic/Problem/Grade/Time
		3 Topic Paragraph
		4 Curriculum Standards
		5 PBL (Learning) Objectives in the Context of STEAM
		6 Guiding Questions
		7 Product Specification
		8 Resources
		9 Student Assessment Rubrics
			9.1 Stick Bridge Product: Performance Rubric
			9.2 What to Do Next
		10 PBL Example for Middle School STEAM Curriculum
			10.1 Assessment Rubrics
		References
			STEM School Websites Using PBL
	Enhancing STEAM Education Through Cultivating Students’ Savoring Capacity
		1 Savoring and Creativity
		2 Savoring and Creative Self-Efficacy
		3 STEAM Educational Environment and Support for Creativity
		4 Multiple-Mediation Effects of Savoring
			4.1 Purpose
			4.2 Study Design and Methods
				4.2.1 Scope
				4.2.2 Measures
				4.2.3 Statistical analysis
			4.3 Results
		5 Moderated Mediatory Effects of Perceived School Support for Creativity
			5.1 Purpose
			5.2 Study Design and Methods
				5.2.1 Scope
				5.2.2 Measures
				5.2.3 Statistical analysis
			5.3 Results
		6 Theory and Practical Implications
		References
	Science, Youth, and Integration: The Quest for Mindfulness Through Birding
		1 Introduction
		References
	The Role of STEAM in a Sustainable World
		1 Introduction
		2 Sustainability, in Principle and Practice
		3 A Sustainable World
		4 STEAM Education for a Sustainable World
		5 UC Berkeley Vertical Garden
		6 Undocuversity
		7 Looking Ahead
		References
	Transgressing the Disciplines Using Science as a Meeting Place: The Science, Art and Writing Initiative
		1 The Origins of the SAW Initiative
		2 Using SAW to Explore a Major Societal Challenge: Control of Infectious Diseases
			2.1 The Images
			2.2 The Projects
		3 The Children’s Responses
			3.1 Poetry
			3.2 Artwork
			3.3 What the Children Said
		4 The Impact of SAW
			4.1 What the Teachers Say
			4.2 What the Scientists Say
			4.3 Science as Inspiration for Experience Writers and Artists
		References
			Links to Scientific Images Illustrating Research on Control of Infectious Disease at the NRP Image Library
	Artistic Ways of Knowing: Thinking Like an Artist in the STEAM Classroom
		1 Introduction
		2 The Arts: An Overview and Rationale for the “A” in STEAM
		3 STEAM Is Rising
			3.1 Early Childhood: A Natural!
			3.2 K-12 Schools and Programs
			3.3 STEAM University Research
		4 Artistic Ways of Knowing and STEAM
			4.1 Perceptual Awareness and Discrimination
			4.2 Metaperception
			4.3 Creative Interpretation
			4.4 Dynamic of Behavior and Performance/Product
			4.5 Critiquing
		References
	Putting the STEAM in the River: Potential Transformative Roles of Science, Technology, Engineering, Arts, and Mathematics in School District Culture, Organization, Systems, and Learning Environments
		1 Introduction
		2 Using an Ethnographic Perspective in Order to Take an Inquiry Stance
		3 A 5-Year Inquiry Process: A Case Study
			3.1 Key Leader as Catalyst
			3.2 Vision, Mission, and Goals Statements
			3.3 Catalytic Patterns of Practice/Processes
			3.4 Why STEAM in the Context of a Culture of Inquiry?
		4 Conclusions
		References
	Emerging Scenarios to Enhance Creativity in Smart Cities Through STEAM Education and the Gradual Immersion Method
		1 Introduction
			1.1 Challenges for the Twenty-First-Century Citizens
		2 Scenario 1: Competence-Driven Learning Through Makerspaces, Remote Robotics, and Interactive Museums
			2.1 Makerspaces
				2.1.1 Digital Fabrication Laboratories in Mexico
				2.1.2 The EspaceLab of Quebec
				2.1.3 The Project #SmartCityMaker
				2.1.4 #R2T2 Remote Robotics
		3 The Gradual Immersion Method for Enhancing Creativity and Collaboration
			3.1 Applying GIM to “Creating Surreal Expressions”
			3.2 Module I: Familiarization with Surrealist Works
			3.3 Module II: Creating Surreal Expressions with Augmented Reality
			3.4 Module III: Exhibition of Surrealist Expressions
			3.5 Learnings from the Co-creative Experience
		4 Scenario 2: GIM-Based Co-creative Proposal for Smart City Habitats
			4.1 Module I: Familiarize Students with Smart City Concepts
				4.1.1 Reflecting
				4.1.2 Exploring
				4.1.3 Linking
				4.1.4 Reusing
				4.1.5 Completing
			4.2 Module II: Digital Creation of Habitat in the Smart City
			4.3 Module III: Exhibition of Augmented Reality Creations for the Smart City
			4.4 Expectations About Co-creation for Smart Cities Based on GIM
		References
	Applying Gradual Immersion Method to Chemistry: Identification of Chemical Bonds
		1 Typical Issues on Teaching Chemistry
		2 Augmented Reality and Educational Possibilities
		3 The Gradual Immersion Method
			3.1 Module I: Becoming Familiar with Chemical Bonds
			3.2 Module II: Creating Contextualized Chemical Bonds
			3.3 Module III: Displaying Chemical Bond Routes
		4 Learnings from the Co-creative Experience
		5 Creativity Competency
		6 Collaboration Competency
		7 Computational-Thinking Competency
		8 Learning of Chemical Bonds
		9 User Experience and Recommendations
		10 Conclusions
		11 Future Plans
		References
	From Conceptualization to Implementation: STEAM Education in Korea
		1 Introduction
		2 Overview and Specific Directions of STEAM in Korea
		3 STEAM, Creative Design, and Problem-Based Learning
		4 The Importance of the Arts in STEAM: “Emotional Touch” in Problem Solving
		5 Theoretical Framework of STEAM in Korea
		6 Previous Literature on STEAM in Korea
		7 STEAM Addresses the Limitations of Problem-Based Learning
		8 Promoting Female Students in STEM/STEAM
		9 Effectiveness of STEAM
		10 Concluding Remarks About STEAM in Korea
		References
	Emphasizing Transdisciplinary Prowess in the Evaluation of STEAM Programs
		1 Introduction
		2 Why Program Evaluation?
			2.1 Evaluation Use
			2.2 Program Development and Continuous Improvement
			2.3 Program Effectiveness
		3 Transdisciplinary Knowledge, Skills, and Processes
		4 Evidence of Transdisciplinary Prowess
			4.1 Communication
			4.2 Collaboration
			4.3 Critical Thinking
			4.4 Creativity
		5 In Conclusion
			5.1 The Value-Added of Program Evaluation for STEM and STEAM Programs
			5.2 Balanced Measurement of Disciplinary and Transdisciplinary Knowledge, Skills, and Processes
			5.3 The Transdisciplinary Prowess of the Evaluator
		References
	STEM Education and the Theft of Futures of Our Youth: Some Questions and Challenges for Educators
		1 Introduction
			1.1 Question # 1: What Are the Challenges of STEM Education for All Within Contemporary Reform Efforts?
			1.2 Question # 2: In What Ways Does STEM/STEAM Continue to Reify Traditional Gender Roles?
			1.3 Question # 3: How Can We Conceptualize STEM/STEAM While Maintaining a Focus on Community, Local Knowledge, and a Connection to Place?
				1.3.1 Critical Pedagogy
				1.3.2 Transdisciplinary Instruction
				1.3.3 Student Ownership
			1.4 Question # 4: What Role Should Ethics and Morals Have in STEM Education? The Missing “E” and “M” Pieces in STEM Education
			1.5 Question # 5: What Is Neoliberalism and Why Is It Relevant to STEM/STEAM Education?
				1.5.1 What Is STEAM Art?
				1.5.2 STEAM
				1.5.3 Some Concluding Thoughts
		References
	Correction to: Converting STEM into STEAM Programs
		Correction to: A. J. Stewart et al. (eds.), Converting STEM into STEAM Programs, Environmental Discourses in Science Education 5, https://doi.org/10.1007/978-3-030-25101-7