STEM and STEAM education
STEM education is the foundation for STEAM education. STEM is defined as a model to integrate Science, Technology, Engineering, and Mathematics into a curriculum to prepare students for higher education and for their future to be talents for the knowledge industry. In the STEM education, students are expected to (1) participate in research, (2) equip logical reasoning ability, (3) have a skill of cooperation, and (4) perform an analytical skill (Maryland State Department of Education,
2012). In a word, STEM education not only looks into teaching cross-disciplinary knowledge but pays more attention to the learning process of students with the combination of learning and their daily life. Put another way, STEM education is not just about consolidating different disciplines, but educators should also pay more attention to the interaction between subjects as well as the correlation between subject knowledge and pedagogical content knowledge. (Capraro et al.,
2013). STEM is being stressed in science education in America as the educators can incorporate a curriculum with science development at that time so that students could understand the concept and eventually apply in a real situation after the practice, and the discussion (Chang & Yang,
2013; Salinger & Zuga,
2009).
Moreover, STEM talents focus on capability development with divergent thinking, whereas art talents value divergent thinking. STEAM education puts together both thinking models so that to cultivate talents with a cross-disciplinary integration skill and creativity. At the same time, STEAM makes up for what is missing. STEAM, therefore, highlights the role of ART based on the STEM (Chien et al.,
2017). Land (
2013) also pointed out that although STEM fosters students to have strong analyzing skills to design a solution, they still need more creativity to put into practice. A cross-disciplinary approach is used in STEAM education to enable teachers to teach Science, Technique, Engineering, Art, and Mathematics. Also, teachers are able to guide students to absorb constant updated professional knowledge and adapt rapid-changed society. STEAM focuses on analyzing the knowledge connection between different subjects, discussing problems, and figuring out how to practice into the real situation. Instead of focusing on one specific subject, STEAM education encourages students to learn by consolidating subjects and proceeding a cross-disciplinary way of thinking to solve problems in the real situation.
However, there are two similarities between STEAM and STEM. As per Brown, Brown, Reardon & Merrill (2011) stated, STEAM education is a model that applies approaches such as problem-solving and inquiry-based learning to incorporate multiple subjects. STEAM changes from a traditional teacher-centered class, to a new form, which allows students to find the solution actively in real life. Besides, Yakman (
2008) reviewed previous studies and established a theory to analyze and structure science, technique, engineering, art, mathematics, and so on. These studies evince the relation between practical content of all subjects and research. Integrating art with STEM could create a brand-new field (Liao,
2016). In short, Banks and Barlex (
2014) classified above STEM subjects a coordinated approach; a collaborative approach and an integrative approach. Despite integrating disciplines, this brand-new field exceeds the limitation. Under this circumstance, the development of STEM started to turn toward STEAM, the education with humanity and technology, to build a creative society. In short, art is essential for exploring and practicing cross-discipline.
PBL and STEAM
The new focus in education reform requires application, creation and ingenuity in terms of creative development. In one of the initiatives to promote creativity among students, STEAM involves the critical process of creativity and innovation. It allows students to connect to the established elements of STEM in art practices, design principles and assessment (James,
2016). These STEAM components include an integrated approach to learning that requires an intentional connection between standards, assessments and lesson design. The core standard of STEAM promotes inquiry, collaboration and emphasizes on project-based learning approach, which assimilates the authenticity of art curriculum (Oner et al.,
2016).
Besides, Problem Based Learning (PBL) approach has been stimulated by the STEAM elements, as students participate in designing challenges that incorporate all of these aspects (James,
2016). The synergy of these collaborative subjects are critical skills in the twenty-first century. These skills lead to changes in the implementation of art education pedagogy through a diverse, multicultural authentic learning.
Project Based Learning (PBL) is a teaching method designed for students to practice like working in real life systematically. PBL involves a dynamic classroom approach, which emphasizes long-term learning and interdisciplinary (Hawari et al.,
2020). PBL is based on Piaget’s and Dewey’s theory on constructivism that encourages students to carry out tasks based on ‘real-life’ experience (Govers et al.,
2014). PBL involves a dynamic classroom approach, which emphasizes on long-term learning, interdisciplinary and student-centered art activities (Hawari et al.,
2020).
Moreover, the PBL earning model emphasizes contextual learning through complex activities such as giving students freedom to explore and plan learning activities, carry out collaborative projects, and ultimately produce a product (Adriyawati, et al.,
2020). Therefore, integration of STEAM- PBL into science learning encouraged students to be able to see the relevance of science knowledge of phenomena in daily life, develop curiosity and problem solving, and increase students' courage to ask questions and explore various sources to find information (Adriyawati et al.,
2020).
As for the project of paper-cutting art in this paper that transformed from paper-cutting decorations, students are required to use the different variety of the sources, such as paper texture, and to apply a new material to design paper-cutting arr. The previous study suggested that the paper cutting has its advantages to preserve the traditional style and add a modern design, or to include interaction beyond plat paper and utilize new techniques to display the sense of tradition (Ni,
2012). Therefore, the researcher chooses the “Teaching for creative thinking” model to construct this paper-cutting STEAM project, and the “Creative Problem Solving” approach to proceed with teaching-related activity in the class.
The STEAM curriculum of this paper cutting art is designed based on PBL. It integrates modern technology and traditional Chinese paper-cutting, as well as the evaluation board in Micro:bit for interactivity (BBC,
2017; Sentance et al.,
2017).
In summary, field experts have realized that students can improve their divergent thinking through art education (Land,
2013). STEAM education, integration of art and STEM, benefits students to learn cross-disciplinary connections from different points of view; enhance the capability to solve problems with knowledge. A, art field of STEAM, stands for social studies, language, physical, musical, fine, performing, and so on. Under such structure, students would be more attached to humanities after logical reasoning training. Compare with current STEM research, Taiwan is lack of STEAM study. Additionally, the art-based curriculum is undeveloped. Therefore, this research will develop a STEAM curriculum with technology and paper-cutting, traditional art, then to discuss the connection between its outcome and creativity.
Integrating creative problem solving into STEAM PBL
Constructivism is the foundation of project-based learning, which addresses student-centered activities. Teachers are the assistance to guide students to complete projects on their own, find a solution, and verify it. The process helps them to improve their skill of cooperation in a group (Kokotsaki et al.,
2016). The PBL process is to set up the goal, lay out the plan, design “leading question”, assess the initial plan and draft processional plan and process management (Ravitz,
2008). PBL provides a learning environment for students to participate actively in a project and solve problems in real life. Students could reach their achievement, communicate with fellows, and improve their creativity to solve problems in learning autonomy (Cheng et al.,
2007).
Project-based learning could stimulate the interest of students towards learning (Chang & Chen,
2018). In STAEM education, students would be equipped with rigorous logical reasoning but not with the emotional facet of culture. Art is the key to successful innovation (Brady,
2014; Ejiwale,
2013).The integration of art and technology leads to a special skill, by which students could analyze the complex problem with convergent thinking and practice the solution in the real situation with divergent thinking. For instance, Hentiksen (
2017) discussed integrating the curriculum with Spanish, the language, and the water cycle. Above project-based learning found out that design thinking helps teachers to organize the STEAM curriculum.
STEAM is a way to improve creativity. STEAM in art education not only teaches students art but also educates them to use it in real life and always to think about how to improve the way of living and society. The STEAM curriculum should connect with modern technology development (Chang & Yang,
2013) and include humanity so that students can apply learning strategies such as problem-solving and inquiry-based learning to incorporate multiple subjects. As for PBL, it is a model for implementing a curriculum, which leads to the completion of an artwork. This research integrates the art of paper-cutting and technology to improve the creativity of students. The following chapters will discuss traditional Chinese paper-cutting and the art of paper-cutting separately.
The PBL of paper-cutting in this paper may help students in primary school to development the creativity. Yang (
2015) studies the second-year students in primary school and their paper-cutting activity. The research pointed out that students understood better regarding the art of paper-cutting and tradition. Also, the result of TTCT (Torrance Tests of Creative Thinking) shows their creativity was improved after paper-cutting activity. The most important is that students are able to come up with creative ideas as they needed to design the style. Wang (
2014) explained that the brainstorming approach of creative thinking allows students to come up with a paper-cutting design, arrange compositions, apply color personality and think creatively. Similarly, Song (
2020) showed that digital fabrication technologies had positive overall effects on preservice teachers’ learning in the following areas: problem-solving skills et al.
The core of creativity includes innovation, personality, and a supportive environment. After the creative thinking process, people can solve problems or create products. The core of creativity and the demand of products come from real life (Amabile,
1983; Mao et al.,
2000). Creativity is the capability to create an innovative idea, invention, or artwork. They have to be identified by experts as products containing technology, aesthetic, or social value (Vernon,
1989). The foundation of “teaching for creative thinking” is creativity theory. “Teaching for creative thinking” is to motivate students, encourage them to create, and to cultivate their creativity. “Teaching for creative thinking” aims to enhance the cognitive ability of divergent thinking and creative personality. The cognitive ability of divergent thinking refers to fluency, flexibility, originality, and elaboration (Chou,
2013; Mao et al.,
2000; Williams,
1972). Originality is a novel and unique thinking ability, which an individual is able to respond differently than others and produce a distinctive outcome. The low the similarity, the higher the originality (Mao et al.,
2000; Williams,
1972; Williams,
1972). In this regard, Isaksen, Dorval and Treffinger address the “Creative Problem Solving” with three dimensions and six steps (Chang,
2013). The existing approach provides a comprehensive view for educators to imagine and plan theirs course. This research adopts the revised version of Creativity Assessment Packet (CAP) (William,
1972; Lin & Wang,
1994; Mao et al.,
2000). CAP is to review the outcome of practicing the “teaching for creative thinking” model. It can evaluate six teaching goals (fluency, openness, flexibility, originality, elaboration, and title) and four creative personalities (adventurous, curious, imaginative, and challenging).
In conclusion, STEAM PBL encourages students to see the world through a science perspective. Art allows people to enrich the world beautifully; engineering and technology enable people to change the world for the demand of society; mathematics offers as a thinking method and analysis tool, which people use to develop science, engineering, art, and technology. In STEAM PBL, the curriculum helps students to understand science and technique, then explore technology and art while building their artwork.