Abstract
This paper addresses the concern that students believe they do not have creative choice. Research (Wade-Leeuwen, 2016), shows that Australian schools are generally not valuing or acknowledging diverse forms of multi-literacies in the classroom. This STEAM (Science, Technology, Engineering, Arts and Mathematics) integrated curriculum program is underpinned by the philosophical position that diverse forms of expression can be simultaneously valued and beneficial for primary school learners. Arts in Society-Draft1-BW/JC- 22012021 Applying an integrated framework approach connects real-world concepts with deep learning. The study shows how this new pedagogical program nurtures learner’s creativity (Renzulli, Wade-Leeuwen) in senior primary school children (Years 4-6), further developing their sense of self-awareness and a deeper understanding of how conceptual learning assists when contemplating new connections. The research reveals that unless teachers are experienced in STEAM-based integration, the creative and artistic processes are less likely to occur. Advocating for schools to include STEAM-based frameworks in their programs means that teachers will be able to actively seek collaborative connections to heighten conceptual engagement, expand self-awareness, and increase levels of achievement in gifted and talented learners.
Presenters
John CharadiaCatholic Education Diocese of Wollongong, Gifted Education, Creativity and Critical Thinking, Australia, New South Wales, Australia Bronwen Wade-Leeuwen
Educator Researcher (STEAM), School of Natural Sciences, Faculty of Science and Engineering, Macquarie University, New South Wales, Australia
Details
Presentation Type
Theme
KEYWORDS
STEAM INTEGRATED CURRICULUM, MULTI-LITERACIES, GIFTED students, COGNITIVE LOAD THEORY
