![]() The STEAM education units in the school covered a wide range of topics. Data was collected through qualitative interviews with teachers and field notes from classroom observations by the researchers. ![]() The researchers observed a K-5 elementary school in southeastern Wisconsin over the course of an academic year. The paper is one of the first to study STEAM education teaching practices. The paper’s authors were Quigley Dani Herro, associate professor of digital media and learning at the Clemson University School of Education Elizabeth King, associate professor and chair of the educational foundations department at University of Wisconsin-Whitewater and Holly Plank, a graduate student researcher at the Pitt School of Education. The paper, “STEAM Designed and Enacted: Understanding the Process of Design and Implementation of STEAM Curriculum in an Elementary School,” was published this past May in the Journal of Science Education and Technology. My experience is that things really change when they are involved from the outset,” said Cassie Quigley, an associate professor at the University of Pittsburgh School of Education and the lead author of the study. One key is involving the arts and humanities teachers from the beginning. Others do a full overhaul on their curriculum. ![]() “Some schools simply swap STEAM for STEM without much attention to the arts. As more K-12 schools upgrade their curriculums to incorporate the arts and humanities into STEM education, there are several practices they can utilize to improve student learning experiences, according to a new research paper.Įnhancements include fully integrating the arts/humanities into the revamped STEAM curriculum, providing greater levels of ongoing support for teachers, and building lessons around multi-disciplinary problems that are relevant and engaging to students.
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