Pub Date : 1900-01-01DOI: 10.4018/978-1-7998-2517-3.ch006
Keith Trahan, Renata de Almeida Ramos, Jeffrey Zollars, Wei Tang, Stephanie Maietta Romero, Cynthia A. Tananis
Increasingly, the maker movement has been pointed to as a means of bringing more innovation and creativity into education. As an educational program, making has pressed educators to question entrenched beliefs and assumptions about the structure of activities, lessons, and classes, pushing them to embrace a more student and experience driven learning environment. “Making Success” was a two-year research project to investigate and describe the integration of making into one school district's middle and high school. The starting point of the research was to learn and describe the critical characteristics and capacities that allowed TRSD to integrate making so deeply into its secondary schools. A key lesson of the project was that many interconnected ideas and people played important roles in the initiative to bring about success.
{"title":"Making Success","authors":"Keith Trahan, Renata de Almeida Ramos, Jeffrey Zollars, Wei Tang, Stephanie Maietta Romero, Cynthia A. Tananis","doi":"10.4018/978-1-7998-2517-3.ch006","DOIUrl":"https://doi.org/10.4018/978-1-7998-2517-3.ch006","url":null,"abstract":"Increasingly, the maker movement has been pointed to as a means of bringing more innovation and creativity into education. As an educational program, making has pressed educators to question entrenched beliefs and assumptions about the structure of activities, lessons, and classes, pushing them to embrace a more student and experience driven learning environment. “Making Success” was a two-year research project to investigate and describe the integration of making into one school district's middle and high school. The starting point of the research was to learn and describe the critical characteristics and capacities that allowed TRSD to integrate making so deeply into its secondary schools. A key lesson of the project was that many interconnected ideas and people played important roles in the initiative to bring about success.","PeriodicalId":224283,"journal":{"name":"Challenges and Opportunities for Transforming From STEM to STEAM Education","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122939715","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4018/978-1-7998-2517-3.ch010
L. Burks
Since 2013 more than three-quarters of the United States has adopted science education standards based on the Next Generation Science Standards (NGSS). Science education is often integrated with multiple disciplines including technology, engineering, and mathematics (STEM) and in more recent movements integrated with the arts (STEAM). This chapter examined preservice teachers' preconceptions about the practice of developing and using models in science education and practical integration of the arts through this central practice. The results of the study indicated preservice elementary preconception survey scores were higher when describing the practice as a social endeavor than any other aspect of the practice. Using social endeavors as a lever in elementary teacher education can help preservice teachers utilize this critical practice in more expansive ways (investigatory, sensemaking, critiquing). Examining the way the arts manifest in the practice of developing and using models within the NGSS serves as a first step to finding meaningful ways for integration.
{"title":"Using Arts Education in STEM With the Science and Engineering Practice of Developing and Using Models","authors":"L. Burks","doi":"10.4018/978-1-7998-2517-3.ch010","DOIUrl":"https://doi.org/10.4018/978-1-7998-2517-3.ch010","url":null,"abstract":"Since 2013 more than three-quarters of the United States has adopted science education standards based on the Next Generation Science Standards (NGSS). Science education is often integrated with multiple disciplines including technology, engineering, and mathematics (STEM) and in more recent movements integrated with the arts (STEAM). This chapter examined preservice teachers' preconceptions about the practice of developing and using models in science education and practical integration of the arts through this central practice. The results of the study indicated preservice elementary preconception survey scores were higher when describing the practice as a social endeavor than any other aspect of the practice. Using social endeavors as a lever in elementary teacher education can help preservice teachers utilize this critical practice in more expansive ways (investigatory, sensemaking, critiquing). Examining the way the arts manifest in the practice of developing and using models within the NGSS serves as a first step to finding meaningful ways for integration.","PeriodicalId":224283,"journal":{"name":"Challenges and Opportunities for Transforming From STEM to STEAM Education","volume":"111 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116107775","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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