Drawing on the work of over 50 international contributors, this volume delves into curriculum praxis, human development, and cognition within the contexts of the STEAM disciplines. This book will be useful to educational practitioners and researchers of STEAM subjects, teacher educators, and K-12 curriculum specialists and administrators.
This comprehensive handbook delves into curriculum praxis, human development, and cognition within the contexts of the STEAM disciplines (science, technology, engineering, arts/architecture, and mathematics). Cutting-edge research will help educators identify best practice techniques for developing students knowledge in STEAM subjects, as well as capture contemporary social and political issues within the STEAM context. Drawing on the work of over 50 international contributors, this volume covers both emergent and established areas of research, giving voice to newcomers to the field as well as perspectives from established experts. These areas are divided into five sections: on foundations, content, teaching and learning throughout the lifespan, equity and enrichment, and settings. Each topic is considered in both its historical and current context, with a focus on the interconnections between theory and practice. This book offers a first-of-its-kind overview of STEAM curriculum development, which will be especially useful to educational practitioners and researchers of STEAM subjects, as well as teacher educators overseeing STEAM education. This resource will also be useful for K-12 school and institutional libraries as reference material, and for curriculum specialists and administrators seeking to identify methods of best educational practices within STEAM.
Introduction Part 1: STEAM Foundations
1. STEAM Theoretical and
Conceptual Frameworks: Unpacking the Conflation of Terms
2. The Social
Foundations of STEAM Learning
3. Assessment in STEAM Learning Environments:
Looking Back and Moving Forward
4. The What, How, and Why of STEAM:
Addressing the Essential Questions of a Linguistically Inclusive Curriculum
Part 2: STEAM Content
5. Mapping and Navigational Thinking in STEAM
6.
Overcoming Obstacles to Evolution and Climate Change Education through STEAM:
A Synoptic Review from a United States Perspective
7. Multimodal Tools and
Cognitive Considerations in Teaching in STEAM
8. The Influencing Factors of
Integrating Artificial Intelligence in Teaching for STEAM Teachers in Primary
and Secondary Schools: A Qualitative Study
9. Three Lenses on Cognitive
Mathematical Flexibility of STEAM-Advanced Students
10. A Phylogenetic and
Ontogenetic Investigation into the Development of Spatial Cognition in STEAM
11. Technological Thinking and Learning in STEAM
12. Socio-Epistemic
Mitigation of Generative Artificial Intelligence (GenAI) and Climate Change
in STEAM Education Part 3: STEAM Teaching and Learning throughout the
Lifespan
13. STEAM in Early Childhood Education: A Stand for Imagination
14.
STE(A)M Education in the Elementary and Middle School
15. Teaching Elementary
Pre-Service STEAM Teachers to Apply Computational Thinking to Mathematical
Problem Posing
16. The Role of Individual Differences in a STEAM College
Course
17. STEAM TEAMS: Practitioner Perspectives on the Integration of STEAM
into Science and Mathematics Classrooms Part 4: STEAM Equity and Enrichment
18. From Artifacts to Action: Museums as Drivers for Equity in STEAM
Education
19. How Museums Design Inquiry-based Visitor and Educational
Experiences to Support STEAM Learning in Students and Teachers
20. Teaching
Empathy and Reflection to Medical Students: An Alternative Approach of
Narrative Pedagogy in a STEAM Education Context
21. International STEAM
Education: Art, Science, and Internationalization Online for Inclusion
22.
White, Cisgender, Male, Heterosexual Norms in STEAM
23. JUSTICE and STEAM
Teaching and Learning Part 5: STEAM Settings
24. Changing Climates with
STEAM: Complex Problems, Creativity, and Collaboration
25. Educating Primary
and Secondary STEAM Pre-service Teachers: Cases in Chinese Higher Education
26. The A in STEAM: How Socially Engaged Artistic Practice Allows for
Interdisciplinary Teaching
Stephen J. Farenga is Professor of Science and Technology Education at the City University of New York, Queens College, USA.
Salvatore G. Garofalo is Assistant Professor of Science and Technology Education at the City University of New York, Queens College, USA.
Daniel Ness is Professor of STEM Education in the Department of Curriculum and Instruction at St. Johns University, USA.
