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Journal of Science Education and Technology

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15-05-2020

STEAM Designed and Enacted: Understanding the Process of Design and Implementation of STEAM Curriculum in an Elementary School

Authors: Cassie F. Quigley, Dani Herro, Elizabeth King, Holly Plank

Published in: Journal of Science Education and Technology | Issue 4/2020

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Abstract

Educators are now moving classroom instructional objectives away from what content do we need to know towards how can we support learners in the process of inquiry. Consequently, an increasing number of schools have revamped their curricula to support students. One such example of modified curricula is the rising trend of STEAM Education. However, limited research exists on STEAM teaching practices. The purpose of this study is to understand the ways in which elementary teachers can both design and enact STEAM teaching practices in order to define specific curricular supports for STEAM education. Our key findings were (1) teachers who designed relevant problems provided instructional pathways aligned to the STEAM conceptual model and (2) teacher facilitation promoted both inquiry and authentic tasks—two strategies often difficult for teachers. This research demonstrates the importance of teachers designing STEAM curriculum using problem-based units in ways that promote student inquiry. The data demonstrates this as critical to enact discipline integration, teacher facilitation, and authentic tasks.

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Title: STEAM Designed and Enacted: Understanding the Process of Design and Implementation of STEAM Curriculum in an Elementary School
Authors: Cassie F. Quigley
Dani Herro
Elizabeth King
Holly Plank
Publication date: 15-05-2020
Publisher: Springer Netherlands
Published in: Journal of Science Education and Technology / Issue 4/2020
Print ISSN: 1059-0145
Electronic ISSN: 1573-1839
DOI: https://doi.org/10.1007/s10956-020-09832-w

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