Title: Fostering a STEAM Mindset Across Learning Settings
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
Buxner, S; Baze, C; Miller, S; Rendes, C; Turner, E; Valerdi, R
(, Astronomical Society of the Pacific)
Schultz, Greg; Barnes, Jonathan; Shore, Linda
(Ed.)
Growing Mathletes is an NSF-funded program that is developing a curricular model to successfully integrate growth mindset principles, baseball, and math and science concepts for youth in grades 3 to 8 in out of school learning settings. Using a Design-Based Implementation Research framework for implementing, testing, and revising a curriculum and professional learning model, we are working on best practices to support youth learning and confidence as well as facilitator training and support in both afterschool and summer programs. We present youth outcomes as evidence of successes in how the program has integrated growth mindset with other content as a way to support youth’s productive mindset in their own learning along with content gains.
Buxner, S; Turner, E; Valerdi, R; Miller, S B; Baze, C
(, Afterschool matters)
In sports, youth are coached to see persistence and hard work as important paths to personal improvement and success. They come to understand through practice that mistakes are tools to help them improve and that collaboration and teamwork are keys to success in team sports (Kovács & Szakál, 2024; Rottensteiner et al., 2015). These ideas about the importance of effort, persistence, mistakes, and collaboration are important components of a growth mindset, the belief that ability is not fixed but can be improved through effort (Dweck & Yeager, 2020). People with a growth mindset view challenges and mistakes as opportunities to learn; they believe that success depends on effort and practice. Further, research shows that a growth mindset is associated with learner persistence and has positive effects on learning in school and beyond, including in sports (Biddle et al., 1996; Blackwell et al., 2007; Dweck 2006). However, young people who have a growth mindset in sports may not extend it to subjects such as mathematics and science (Chan et al., 2022; Kyler & Moscicki, 2024). In this paper, we describe a strategy of combining growth mindset principles, mathematics concepts, and sports examples to support students in shifting their mindsets about their own abilities. We share outcomes from implementing these activities at five out-of-school settings.
Simpson, Amber; Osterhout, Andrew; Anderson, Alice; Maltese, Adam V
(, Curator: The Museum Journal)
Museums offer a unique role and safe space in shaping how youth view and react to experiences with failure. The purpose of this study was to add to the conversation around failure in out‐of‐school learning, particularly from the perspective of educators within museum settings that implement STEAM‐related making exhibits, workshops, and/or camps for youth. We analyzed approximately 9 h of video data from two sources: video recordings of virtual group meetings with 14 museum educators from six partnering institutions, and video recordings from five of the individual partnering sites discussing failure as a concept within their organization and programming. In this article, we demonstrate how the framings of failure by museum educators are bounded, and transformed, by un/seen external forces that ultimately impact the professional practices of educators in their organizations. We contend that the significance of this study lies in how perspectives around failure are produced and how they influence educators' professional practice, specifically in how failure is framed and communicated within STEAM‐related learning opportunities in museum settings.
Tsurusaki, B.
(, 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.
Arango-Caro, S; Langewisch, T; Ying, K; Arellano_Haberberger, M; Ly, N; Branton, C; Callis-Duehl, K
(, Disciplinary and Interdisciplinary Science Education Research)
STEM education is often disconnected from innovation and design, where students self-identify as solely scientists, artists, or technophiles, but rarely see the connection between the disciplines. The inclusion of arts (A) in STEM education (STEAM) offers an educational approach where students see how subjects are integrated through learning experiences that apply to everyday, developing personal connections and becoming motivated learners who understand how skills from each subject are needed for future careers. This project addresses both the disconnect between science, design, and technology and how high school students can benefit from innovative learning experiences in plant science that integrate these disciplines while gaining invaluable skills for future STEM careers. We used the Science-Art-Design-Technology (SADT) pedagogical approach, characterized by its project-based learning that relies on student teamwork and facilitation by educators. This approach was applied through a STEAM educational 3D plant module where teams: 1) investigated plants under research at a plant science research center, 2) designed and created 3D models of those plants, 3) experienced the application of 3D modeling in augmented and virtual reality platforms, and 4) disseminated project results. We used a mixed-method approach using qualitative and quantitative research methods to assess the impact of the 3D modeling module on students’ understanding of the intersection of art and design with science, learning and skills gains, and interests in STEAM subjects and careers. A total of 160 students from eight educational institutions (schools and informal programs) implemented the module. Student reflection questions revealed that students see art and design playing a role in science mainly by facilitating communication and further understanding and fostering new ideas. They also see science influencing art and design through the artistic creation process. The students acknowledged learning STEAM content and applications associated with plant science, 3D modeling, and augmented and virtual reality. They also acknowledged gaining research skills and soft skills such as collaboration and communication. Students also increased their interest in STEAM subjects and careers, particularly associated with plant science. The SADT approach, exemplified by the 3D plant module, effectively integrates science, art, design, and technology, enhancing student literacy in these fields, and providing students with essential 21st century competencies. The module's flexibility and experiential learning opportunities benefit students and educators, promoting interdisciplinary learning and interest in STEAM subjects and careers. This innovative approach is a valuable tool for educators, inspiring new ways of teaching and learning in STEAM education.
Carsten Conner, L.D., Tsurusaki, Blakely K., Tzou, Carrie, Teal Sullivan, P., Guthrie, M., and Pompea, S. Fostering a STEAM Mindset Across Learning Settings. Retrieved from https://par.nsf.gov/biblio/10248832. Connected science learning 1.12
Carsten Conner, L.D., Tsurusaki, Blakely K., Tzou, Carrie, Teal Sullivan, P., Guthrie, M., and Pompea, S.
"Fostering a STEAM Mindset Across Learning Settings". Connected science learning 1 (12). Country unknown/Code not available. https://par.nsf.gov/biblio/10248832.
@article{osti_10248832,
place = {Country unknown/Code not available},
title = {Fostering a STEAM Mindset Across Learning Settings},
url = {https://par.nsf.gov/biblio/10248832},
abstractNote = {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.},
journal = {Connected science learning},
volume = {1},
number = {12},
author = {Carsten Conner, L.D. and Tsurusaki, Blakely K. and Tzou, Carrie and Teal Sullivan, P. and Guthrie, M. and Pompea, S.},
editor = {null}
}
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