The DOI matches its Crossref record; 31 of the 31 references it cites were found in a registry or an index.
Developing a Conceptual Model of STEAM Teaching Practices
Abstract
STEAM, where the “A” represents arts and humanities, is considered a transdisciplinary learning process that has the potential to increase diverse participation in science, technology, engineering, and math (STEM) fields. However, a well‐defined conceptual model that clearly articulates essential components of the STEAM approach is needed to conduct empirical research on STEAM's efficacy–in particular, the teaching content that should be considered when enacting STEAM teaching practices. This paper proposes a conceptual model of STEAM, providing educators with the opportunity to teach effectively using transdisciplinary inquiry. The instructional content domain of the model includes problem‐based delivery, discipline integration, and problem‐solving skills.
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Cites
Problem-Based Learning: What and How Do Students Learn?
Hmelo-Silver, C. E. (2004) · Educational Psychology Review · doi:10.1023/b:edpr.0000034022.16470.f3 · Cited by 5,212
Science and Engineering Indicators
Washington, E., & Warren, M. E. (2004) · Cited by 2,822
Toward a design theory of problem solving
Jonassen, D. H. (2000) · Educational Technology Research and Development · doi:10.1007/bf02300500 · Cited by 2,114
Dynamic Memory: A Theory of Reminding and Learning in Computers and People
Schank, R. C. (1983) · Medical Entomology and Zoology · Cited by 1,972
What the Student Does: teaching for enhanced learning
Biggs, J. (1999) · Higher Education Research & Development · doi:10.1080/0729436990180105 · Cited by 1,332
Foundations of transdisciplinarity
Max-Neef, M. A. (2005) · Ecological Economics · doi:10.1016/j.ecolecon.2005.01.014 · Cited by 1,073
?Doing the lesson? or ?doing science?: Argument in high school genetics
Jim�nez-Aleixandre, M. P., Bugallo Rodr�guez, A., & Duschl, R. A. (2000) · Science Education · doi:10.1002/1098-237x(200011)84:6<757::aid-sce5>3.0.co;2-f · Cited by 1,022
Effectiveness of problem‐based learning curricula: theory, practice and paper darts
Norman, G. R., & Schmidt, H. G. (2000) · Medical Education · doi:10.1046/j.1365-2923.2000.00749.x · Cited by 713
Transdisciplinary research: characteristics, quandaries and quality
Wickson, F., Carew, A. L., & Russell, A. W. (2006) · Futures · doi:10.1016/j.futures.2006.02.011 · Cited by 613
Authentic Learning Environments
Herrington, J., Reeves, T. C., & Oliver, R. (2014) · Handbook of Research on Educational Communications and Technology · doi:10.1007/978-1-4614-3185-5_32 · Cited by 460
Cited by
Boom-Cárcamo, E., Buelvas-Gutiérrez, L., Acosta-Oñate, L., & Boom-Cárcamo, D. (2024) · Thinking Skills and Creativity · doi:10.1016/j.tsc.2024.101614 · Cited by 29
Metadata
- Authors
- Quigley, C. F., Herro, D., & Jamil, F. M.
- Venue
- School Science and Mathematics
- Publisher
- Wiley
- Published
- 2017-02
- Volume
- 117
- Issue
- 1-2
- Pages
- 1-12
- ISSN
- 0036-6803 (ISSN-L)
- 1949-8594
- OpenAlex
- W2588303948
- Cited by
- 256
- References
- 31
- FWCI
- 46.06
- Type
- journal article
- Language
- en
- Open access
- closed
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Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
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