skip to main content
US FlagAn official website of the United States government
dot gov icon
Official websites use .gov
A .gov website belongs to an official government organization in the United States.
https lock icon
Secure .gov websites use HTTPS
A lock ( lock ) or https:// means you've safely connected to the .gov website. Share sensitive information only on official, secure websites.

Explore Research Products in the PAR
It may take a few hours for recently added research products to appear in PAR search results.


Title: Iteration in STEAM: Moving Beyond Failure
teration is a central practice in art and science; however, it has yet to be deeply explored in STEAM learning environments. This study adopts a sociomaterial orientation (Fenwick and Edwards, 2013) to characterize the nature of iteration in one STEAM activity, an Optics Design Challenge, with informal educators. We found that iteration emerged as “microcycles” of interactions, specifically as adjustments, additions, and negotiations in both material artifacts and the narrative.  more » « less
Award ID(s):
1713155
PAR ID:
10248827
Author(s) / Creator(s):
; ; ; ;
Editor(s):
Gresalfi, M.; Horn, I. S.
Date Published:
Journal Name:
The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020
Volume:
3
Page Range / eLocation ID:
1759-1760
Format(s):
Medium: X
Sponsoring Org:
National Science Foundation
More Like this
  1. (, The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020)
    Gresalfi, M. and (Ed.)
    As STEAM has gained traction in informal education settings, it is important to support educators in learning about and developing STEAM learning experiences. We investigated what STEAM means to informal educators and how it relates to their everyday lives and identities by examining a STEAM objects activity. We found three themes in how the participants talked about the significance of the STEAM objects they shared: connection to land, historicity, and agency of materials. The STEAM objects served as boundary objects that connected communities of practice, showing the integrative nature of art and STEM, as well as bridging important aspects of their lives and STEAM. We discuss the importance of recognizing and leveraging the multiplicities of meaning and ways of knowing. 
    more » « less
  2. ; ; (, Pedagogies: An International Journal)
    STEAM has gained traction across informal and formal educational settings, but the connections between STEAM disciplines are not always obvious to youth. We argue that an explicit focus on how art and STEM overlap in the world, and how these overlaps connect personally to learner’s interests and concerns, is a way to support the development of STEAM-related identities. We developed a “STEAM objects” pedagogical activity aimed at explicitly surfacing the ways that art and STEM are intertwined in everyday objects, as well as the ways that STEAM is connected to learners’ own lives. We piloted the activity with educators, asking what they took up from the experience. Our results show how the educators made connections to land, historicity, their professions, function, aesthetics, and agency of materials during the activity. The STEAM objects served as boundary objects that illustrated the integrative nature of art and STEM in the world, as well as bridging important aspects of their lives and STEAM. We discuss the importance of recognizing and leveraging the multiplicities of meaning and ways of knowing, as well as implications for the classroom. 
    more » « less
  3. (, Proceedings of the 16th International Conference of the Learning Sciences (ICLS) 2022: International Collaboration Toward Educational Innovation for All: Overarching Research, Development, and Practices)
    Chinn, C. (Ed.)
    The integration of Art with Science, Technology, Engineering, and Mathematics (STEAM) has been growing in popularity, however, there are a variety of conceptualizations of what it looks like. This study explores images of STEAM by examining activities created by informal educators. We found that STEAM activities were conceptualized as using one discipline in the service of another, intertwined, or parallel. This provides concrete images of what STEAM can look like in educational settings. 
    more » « less
  4. ; ; ; ; ; (, Connected science learning)
    null (Ed.)
    Developing a growth mindset has been identified as a key strategy for increasing youth achievement, motivation, and resiliency (Rattan et al. 2015). At its core, growth mindset describes the idea that one’s abilities can change through using new learning strategies and receiving appropriate mentoring (Dweck 2008). In contrast, a fixed mindset relates to the idea that ability is inherent and cannot be changed. We have taken up the concept of growth mindset and developed it specifically for the context of STEAM (science, technology, engineering, art, and math), a growing area of focus in both in- and out-of-school learning. We think of STEAM as more than just adding art to STEM or STEM to art—instead, we view STEAM as an approach that involves deep integration of overlapping art and STEM practices. Combining STEAM and the concept of mindset is especially helpful for intentionally bringing recognized identity-building features of out-of-school environments into the classroom, such as a sense of playfulness, open-ended exploration, and personal relevance. In this article we discuss our rationale and process in developing the concept of a “STEAM mindset” and illustrate how it can support youth and educator learning. Built on the foundations of the growth mindset concept, a STEAM mindset further emphasizes the ideas of quieting the inner negative voice, engaging in self-compassion rather than judgement, and promoting creative practice, as described in the sections below. 
    more » « less
  5. ; ; ; ; ; ; ; (, Frontiers in Education)
    The environment, science, technology, engineering, arts, and mathematics fields (a collection of fields we call E-STEAM) continue to grow and remain economically and ecologically important. However, historically excluded groups remain underrepresented in science and technology professions, particularly in environmental and digital media fields. Consequently, building pathways for historically excluded students to enter economically viable and ecologically influential E-STEAM professions is critically important. These new pathways hold promise for increasing innovation within these fields and ensuring a multiplicity of representation as these fields are shaped and reshaped to attend to the plural interests of diverse communities. Consequently, this conceptual paper describes an eco-digital storytelling (EDS) approach to engaging historically excluded populations in science, technology, engineering, and mathematics (STEM). This approach offers structured learning opportunities connected to learner interests and community needs with the aim of increasing E-STEAM identity and career interest of teens from groups historically excluded from E-STEAM fields. E-STEAM identity is a meaning one can attach to oneself or that can be ascribed externally by others as individuals interact and engage in E-STEAM fields in ways that foreground the environment. The EDS approach leverages community-based action, technology and digital media, and arts and storytelling as entry points for engaging learners. EDS is designed to increase teens’ content knowledge within multiple E-STEAM fields and to provide numerous technology-rich experiences in both application of geospatial technologies (i.e., GPS, interactive maps) and digital media creation (i.e., video, animation, ArcGIS StoryMaps) as a way to shape teens’ cultural learning pathways. Examples of rich digital media presentations developed to communicate the EDS approach and local environmental opportunities, challenges, and projects are provided that exemplify how both participation in and communication of environmental action can contribute to more promising and sustainable futures. 
    more » « less
  • Citation Formats
  • MLA
  • APA
  • Chicago
  • BibTeX
  • Save / Share this Record
  • Send to Email