Pub Date : 1900-01-01DOI: 10.4018/978-1-5225-2334-5.CH005
W. Lindquist, M. James-Hassan, N. Lindquist
This chapter explores the use of creative movement to extend meaning to inquiry-based science investigations. This process embraces the addition of A to STEM to realize the impact of STEAM. The chapter builds on the import of scientific and physical literacy, interdisciplinary learning, and the power of kinesthetic engagement. Students become active collaborative agents within a dynamic model using creative movement to bring meaning to the science of simple machines. The authors utilize working words into movement strategy to help students use their past experiences and motor memory to explore, interpret, and engage with as they seek understanding of simple machines. A Midwest urban elementary school provides the context for a unit plan culminating in a dance performance. The foundational ideas presented within this unit can be enacted within any classroom by creative movement (physical education or dance) specialists, science specialists, or classroom generalists. It follows with a presentation of science content on simple machines exploring the disciplinary core idea of force and motion.
{"title":"Exploring Simple Machines With Creative Movement","authors":"W. Lindquist, M. James-Hassan, N. Lindquist","doi":"10.4018/978-1-5225-2334-5.CH005","DOIUrl":"https://doi.org/10.4018/978-1-5225-2334-5.CH005","url":null,"abstract":"This chapter explores the use of creative movement to extend meaning to inquiry-based science investigations. This process embraces the addition of A to STEM to realize the impact of STEAM. The chapter builds on the import of scientific and physical literacy, interdisciplinary learning, and the power of kinesthetic engagement. Students become active collaborative agents within a dynamic model using creative movement to bring meaning to the science of simple machines. The authors utilize working words into movement strategy to help students use their past experiences and motor memory to explore, interpret, and engage with as they seek understanding of simple machines. A Midwest urban elementary school provides the context for a unit plan culminating in a dance performance. The foundational ideas presented within this unit can be enacted within any classroom by creative movement (physical education or dance) specialists, science specialists, or classroom generalists. It follows with a presentation of science content on simple machines exploring the disciplinary core idea of force and motion.","PeriodicalId":438722,"journal":{"name":"Cases on Models and Methods for STEAM Education","volume":"13 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":"130156035","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: 10.4018/978-1-5225-2334-5.CH006
Paul C. Jablon
This chapter connects the use of creative dramatics with engaging students previously disengaged with STEM classes. It elucidates a variety of reasons how creative dramatics allows STEM teachers and their students to succeed. Each of the assertions is backed by citations of research studies, classroom practice, and details of the theoretical underpinnings. Also included are detailed descriptions of three effective classroom methodologies using theater in STEM classes, along with specific examples of each that include student and teacher interactions.
{"title":"Theater as the STEAM Engine for Engaging Those Previously Disengaged","authors":"Paul C. Jablon","doi":"10.4018/978-1-5225-2334-5.CH006","DOIUrl":"https://doi.org/10.4018/978-1-5225-2334-5.CH006","url":null,"abstract":"This chapter connects the use of creative dramatics with engaging students previously disengaged with STEM classes. It elucidates a variety of reasons how creative dramatics allows STEM teachers and their students to succeed. Each of the assertions is backed by citations of research studies, classroom practice, and details of the theoretical underpinnings. Also included are detailed descriptions of three effective classroom methodologies using theater in STEM classes, along with specific examples of each that include student and teacher interactions.","PeriodicalId":438722,"journal":{"name":"Cases on Models and Methods for STEAM Education","volume":"8 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":"132631209","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: 10.4018/978-1-5225-9631-8.ch003
Carolyn A. Groff
Integrating high-quality children's tradebooks into elementary content areas has long been considered a best practice. When teachers choose to incorporate these texts into content area lessons, they are exposing students to art through the pictures and reaching an array of visual learners. There is a delicate balance between teaching the literacy strategies needed to read these texts and the actual content materials that students need to learn in the STEAM areas. This chapter explores how to incorporate texts appropriately into content area lessons so that students can focus on the content, as well as apply literacy strategies for comprehension.
{"title":"High-Quality Trade Books and Content Areas","authors":"Carolyn A. Groff","doi":"10.4018/978-1-5225-9631-8.ch003","DOIUrl":"https://doi.org/10.4018/978-1-5225-9631-8.ch003","url":null,"abstract":"Integrating high-quality children's tradebooks into elementary content areas has long been considered a best practice. When teachers choose to incorporate these texts into content area lessons, they are exposing students to art through the pictures and reaching an array of visual learners. There is a delicate balance between teaching the literacy strategies needed to read these texts and the actual content materials that students need to learn in the STEAM areas. This chapter explores how to incorporate texts appropriately into content area lessons so that students can focus on the content, as well as apply literacy strategies for comprehension.","PeriodicalId":438722,"journal":{"name":"Cases on Models and Methods for STEAM Education","volume":"344 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":"133929698","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: 10.4018/978-1-5225-2334-5.CH004
Merrie Koester
This chapter describes the evolution of an arts-integrated approach to science curriculum inquiry which has been evolving since the 1990s—before the national science standards, the acronym STEM, much less STEAM, appeared across educational horizons. It reads as ethnography and has been performed in community, in association with the most caring of souls, with the goal of achieving a more inclusive/empowering, aesthetic science education, and a deep appreciation of the importance of the creative arts in the science learning process. It presents two research-based iterations of STEAM education in practice: 1) the creation of arts-integrated middle school ocean science curricula and 2) the development of a pedagogical tool called the “Know”tation as a way for teachers and students to make learning visible and integrate the languages of science throughout the process of inquiry. The cases described here apply many features of the STEAM model developed in Chapter 2 of this book.
{"title":"Getting to “Know” STEAM","authors":"Merrie Koester","doi":"10.4018/978-1-5225-2334-5.CH004","DOIUrl":"https://doi.org/10.4018/978-1-5225-2334-5.CH004","url":null,"abstract":"This chapter describes the evolution of an arts-integrated approach to science curriculum inquiry which has been evolving since the 1990s—before the national science standards, the acronym STEM, much less STEAM, appeared across educational horizons. It reads as ethnography and has been performed in community, in association with the most caring of souls, with the goal of achieving a more inclusive/empowering, aesthetic science education, and a deep appreciation of the importance of the creative arts in the science learning process. It presents two research-based iterations of STEAM education in practice: 1) the creation of arts-integrated middle school ocean science curricula and 2) the development of a pedagogical tool called the “Know”tation as a way for teachers and students to make learning visible and integrate the languages of science throughout the process of inquiry. The cases described here apply many features of the STEAM model developed in Chapter 2 of this book.","PeriodicalId":438722,"journal":{"name":"Cases on Models and Methods for STEAM Education","volume":"61 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":"114461585","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: 10.4018/978-1-5225-9631-8.ch008
J. Valdiviezo, Letitia Graybill
This is a case in which students build paper airplanes from templates provided by the instructor as well as those which they can design themselves. They extend their ideas on flight in by using the principles developed in the paper airplane race to power simulated rockets made out of balloons. They consider such variables as materials, mass, and design to see which combination of material design and mass are most effective in constructing an airplane or a rocket that flies the fastest and the furthest in a competition. Contestants are rated on team consideration of variables needing to be controlled in order to have a fair assessment of the designs. When the designs are agreed upon and constructed, a race is conducted. The ideas developed in the paper airplane competition are then used to design a rocket carrying a paper airplane capable of flying across the classroom in the fastest time with the most direct route. This is a simulation of the space shuttle flights. The parameters of the races are developed by the participants.
{"title":"The Great Race","authors":"J. Valdiviezo, Letitia Graybill","doi":"10.4018/978-1-5225-9631-8.ch008","DOIUrl":"https://doi.org/10.4018/978-1-5225-9631-8.ch008","url":null,"abstract":"This is a case in which students build paper airplanes from templates provided by the instructor as well as those which they can design themselves. They extend their ideas on flight in by using the principles developed in the paper airplane race to power simulated rockets made out of balloons. They consider such variables as materials, mass, and design to see which combination of material design and mass are most effective in constructing an airplane or a rocket that flies the fastest and the furthest in a competition. Contestants are rated on team consideration of variables needing to be controlled in order to have a fair assessment of the designs. When the designs are agreed upon and constructed, a race is conducted. The ideas developed in the paper airplane competition are then used to design a rocket carrying a paper airplane capable of flying across the classroom in the fastest time with the most direct route. This is a simulation of the space shuttle flights. The parameters of the races are developed by the participants.","PeriodicalId":438722,"journal":{"name":"Cases on Models and Methods for STEAM Education","volume":"1 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":"129010865","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: 10.4018/978-1-5225-9631-8.ch012
Sara B. Smith
This chapter discusses challenges faced by first year pre-engineering students. Also discussed are several topics taught within the curriculum including: the engineering design process, sketching, measurement, the elements and principles of design, and three-dimensional modeling. The chapter proposes a design project for engineering students that would tie all of these concepts together to provide an additional learning opportunity for students and more relevant practice of skills like isometric sketching, creating three-dimensional computer-aided design models, and measurement. Samples of student work from the project are included.
{"title":"Engineering and Art","authors":"Sara B. Smith","doi":"10.4018/978-1-5225-9631-8.ch012","DOIUrl":"https://doi.org/10.4018/978-1-5225-9631-8.ch012","url":null,"abstract":"This chapter discusses challenges faced by first year pre-engineering students. Also discussed are several topics taught within the curriculum including: the engineering design process, sketching, measurement, the elements and principles of design, and three-dimensional modeling. The chapter proposes a design project for engineering students that would tie all of these concepts together to provide an additional learning opportunity for students and more relevant practice of skills like isometric sketching, creating three-dimensional computer-aided design models, and measurement. Samples of student work from the project are included.","PeriodicalId":438722,"journal":{"name":"Cases on Models and Methods for STEAM Education","volume":"38 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":"134449884","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: 10.4018/978-1-5225-7507-8.ch046
K. Rizzuto, J. Henning, C. Duckett
The purpose of the chapter is to provide an exemplar of an inquiry-based unit on pollination for designing and implementing constructivist instructional practices while simultaneously providing outstanding teacher preparation. The unit on pollination was developed by preservice teachers through a partnership between the Monmouth Conservation Foundation and the Monmouth University School of Education. Through collective action, these institutions were able to enhance student learning on a vital part of the science curriculum, provide a rich clinical experience for pre-service teachers, and to familiarize teachers with a more constructivist approach to pre-school science instruction.
{"title":"Bee Pollination","authors":"K. Rizzuto, J. Henning, C. Duckett","doi":"10.4018/978-1-5225-7507-8.ch046","DOIUrl":"https://doi.org/10.4018/978-1-5225-7507-8.ch046","url":null,"abstract":"The purpose of the chapter is to provide an exemplar of an inquiry-based unit on pollination for designing and implementing constructivist instructional practices while simultaneously providing outstanding teacher preparation. The unit on pollination was developed by preservice teachers through a partnership between the Monmouth Conservation Foundation and the Monmouth University School of Education. Through collective action, these institutions were able to enhance student learning on a vital part of the science curriculum, provide a rich clinical experience for pre-service teachers, and to familiarize teachers with a more constructivist approach to pre-school science instruction.","PeriodicalId":438722,"journal":{"name":"Cases on Models and Methods for STEAM Education","volume":"35 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":"115066935","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: 10.4018/978-1-5225-2334-5.CH012
Kathryn E. Pedings-Behling
How do we keep hot drinks hot and cold drinks cold? Companies such as Tervis, YETI, and Thermos spend their time researching and designing products around that very question. In this lesson, students will discover, through mathematical modeling, which materials provide the best insulation and be tasked with designing their own insulator. This lesson has been designed at two different levels for students from grade three through high school with an optional extension activity for more advanced students. Students will use technology to explore the rate of change of the temperature of hot water over two minutes using different insulation materials. After this exploration, students will use the data they have collected to determine the best materials for designing their own insulator. This insulator will then be judged based on the ability to keep a hot drink hot and on the aesthetic value.
{"title":"A Mathematical Approach to Designing Insulators","authors":"Kathryn E. Pedings-Behling","doi":"10.4018/978-1-5225-2334-5.CH012","DOIUrl":"https://doi.org/10.4018/978-1-5225-2334-5.CH012","url":null,"abstract":"How do we keep hot drinks hot and cold drinks cold? Companies such as Tervis, YETI, and Thermos spend their time researching and designing products around that very question. In this lesson, students will discover, through mathematical modeling, which materials provide the best insulation and be tasked with designing their own insulator. This lesson has been designed at two different levels for students from grade three through high school with an optional extension activity for more advanced students. Students will use technology to explore the rate of change of the temperature of hot water over two minutes using different insulation materials. After this exploration, students will use the data they have collected to determine the best materials for designing their own insulator. This insulator will then be judged based on the ability to keep a hot drink hot and on the aesthetic value.","PeriodicalId":438722,"journal":{"name":"Cases on Models and Methods for STEAM Education","volume":"124 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":"131596947","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: 10.4018/978-1-5225-9631-8.ch014
Callie (Van Koughnett) Dollahon
This case summarizes two perspectives on inclusion of Arts in STEM/STEAM education and how they influence the modification of an existing STEM lesson. Teachers are encouraged to use many instruction models throughout their careers, and inclusion of new methods can seem daunting. This case hopes to illustrate how STEAM education can be included in a classroom through intentional use of graphic design in an everyday lesson or a longer unit. Students in the case are asked to design and build a robotic arm that is capable of accomplishing a task such as move or grasp an object. The specific context is Marine Science in nature but can be adapted to many other content areas.
{"title":"Using STEAM in Marine Science","authors":"Callie (Van Koughnett) Dollahon","doi":"10.4018/978-1-5225-9631-8.ch014","DOIUrl":"https://doi.org/10.4018/978-1-5225-9631-8.ch014","url":null,"abstract":"This case summarizes two perspectives on inclusion of Arts in STEM/STEAM education and how they influence the modification of an existing STEM lesson. Teachers are encouraged to use many instruction models throughout their careers, and inclusion of new methods can seem daunting. This case hopes to illustrate how STEAM education can be included in a classroom through intentional use of graphic design in an everyday lesson or a longer unit. Students in the case are asked to design and build a robotic arm that is capable of accomplishing a task such as move or grasp an object. The specific context is Marine Science in nature but can be adapted to many other content areas.","PeriodicalId":438722,"journal":{"name":"Cases on Models and Methods for STEAM Education","volume":"1 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":"130035446","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: 10.4018/978-1-5225-2334-5.CH001
Meta Lee Van Sickle, Merrie Koester
Out of a conversation between two long-time colleagues—each a science educator and practicing artist—emerged the question, “What does it mean to STEAMify a lesson, and why would a teacher actually choose to do such a thing, other than, say, for-grant-writing-purposes?” Their science selves really liked the idea of a STEAM system, acted upon by forces, both from the outside and from within, and with energy flowing and cycling, all the while transforming grey matter in ways that sustained the teaching/learning process. When it came to their art; however, their dialogue followed pathways grooved by long years of practice and hard work in their respective fields. One author is a seasoned vocalist, trained in the nuances of both individual and group vocal performance as well as the attendant dimensions of music, its composition and phraseology. The other is a painter, poet, and novelist, shaping words, color, and line to tell stories and communicate ideas. What was significant to each was that their artistic habits of mind had shaped their axiology, transforming their ways teaching.
{"title":"Musing on Unanswered Questions","authors":"Meta Lee Van Sickle, Merrie Koester","doi":"10.4018/978-1-5225-2334-5.CH001","DOIUrl":"https://doi.org/10.4018/978-1-5225-2334-5.CH001","url":null,"abstract":"Out of a conversation between two long-time colleagues—each a science educator and practicing artist—emerged the question, “What does it mean to STEAMify a lesson, and why would a teacher actually choose to do such a thing, other than, say, for-grant-writing-purposes?” Their science selves really liked the idea of a STEAM system, acted upon by forces, both from the outside and from within, and with energy flowing and cycling, all the while transforming grey matter in ways that sustained the teaching/learning process. When it came to their art; however, their dialogue followed pathways grooved by long years of practice and hard work in their respective fields. One author is a seasoned vocalist, trained in the nuances of both individual and group vocal performance as well as the attendant dimensions of music, its composition and phraseology. The other is a painter, poet, and novelist, shaping words, color, and line to tell stories and communicate ideas. What was significant to each was that their artistic habits of mind had shaped their axiology, transforming their ways teaching.","PeriodicalId":438722,"journal":{"name":"Cases on Models and Methods for STEAM Education","volume":"71 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":"132342234","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：