STEM and STEAM Integrations
Empirical Rules the World: Promoting Graphic Novels and Information Literacy in the STEM Classroom
Paper Presentation in a Themed Session Mitzi Fulwood, Elena Lazovskaia-Hall
Reading a graphic novel, learning information literacy, conducting research, creating posters and practicing communication skills are all possible in a college statistics course. Showing underprepared students that the power of education opens doors to the professional world continues to be our objective. In this paper, we will discuss what went into the preparation and implementation of this innovative lesson. We are hoping to empower the attendees of this Learning Conference to bring these ideas and strategies back to their institutions. The collaboration between academic librarians and professors can be a powerful tool for student success.
Elementary Students’ Group Decision-making for Science and Engineering Design Problem-solving
Paper Presentation in a Themed Session Elaine Silva Mangiante
A current shift in national curriculum frameworks for elementary and secondary schools is the integration of science and engineering design education (DfE 2013; Ministry of Education 2007; the NGSS Lead States 2013; QCAA 2016). The intent is that students observe patterns, discover explanations for natural phenomena, and generate science knowledge from scientific investigations and, then, apply this knowledge in solving engineering design problems that address human needs. To achieve this goal, teachers of grades K-12 are now expected to promote scientific and engineering habits of mind, such as collaboration and communication, as essential 21st-century skills. These habits are implicit in the epistemic practice of working well in teams to solve engineering problems (Cunningham & Kelly, 2017). Using Jin and Geslin’s (2009) conceptual framework that defines components of team negotiation for collaborative engineering design, the study examined students’ speech-acts when working in teams during an integrated science/engineering design unit in thirteen U.S. elementary classes (3rd and 4th grade). The results indicated students most frequently engaged in speech-acts that involved proposing or refining their own solutions. Less frequently, the students defended proposals, critiqued proposals of others, or provided counter-proposals. Their least frequent speech-acts included compromise and acquiring information to inform a design proposal. The study also identified factors that impacted student teamwork. Findings showed that teachers scaffolded for students’ discourse in sharing ideas; however, they did not provide skill-building in compromise before students engaged in problem-solving. Recommendations are provided for teachers to develop students’ social skills for group decision-making in science/engineering problem-solving.
Staging STEAM: How Theatre Creates a Hypothesizing Brain
Paper Presentation in a Themed Session Philip Valle
The current trend of “devised theatre” and its earlier predecessor creative dramatics share a common aesthetic: in eschewing fixed/normative solutions, each ponders how a group of participants might navigate and, subsequently, reflect upon entirely theoretical realms of being. That is, each poses hypothetical and sometimes radical experiments in the notion of possibility. Most importantly, each in its own way scratches out these proposals on the theatrical chalkboard, test-drives them and then, gloriously, erases the discoveries for the next experiment. This paper, drawing upon recent studies in neuropsychology and comparative neuroscience, proposes a connection between the theatrical “devising brain” and the cognitive process of the scientific method. Moreover, the work examines STEAM pedagogy and suggests not methodologies but rather invaluable neuro-evidence for why cross-disciplinary education plants the seeds for human creativity.
Informal STEM Learning: Cultivating Curiosity
Paper Presentation in a Themed Session Cheryl Lindeman
What are the opportunities for cultivating children’s curiosity during informal after-school programs? How can this approach augment children’s formal science, technology, engineering and mathematics (STEM) learning? Using mixed-methods this action research study was developed with the assistance of a family development center over a two-year cycle. The intent was to identify best practices to spark and amplify children’s curiosity using STEM knowledge and skills driven by their own questions. Preservice teachers and college volunteers were involved in assisting the creation of Curiosity Club with the mission: To observe, to ask questions & to share curiosity with others. Participants were females in second to fifth grade. Various approaches to elevating curiosity were implemented. These included introducing curiosity blocks created from scanning electron microscope images captured by high school student researchers, developing projects based on children’s questions, playing science-based challenges and games, and providing informal ways for children-driven discussions resulting in mapping their own research skills. An analysis of the instructional methods, student-generated questions, comments & projects will be shared. Implications about student self-efficacy toward inquiry learning, mentor and teacher roles for encouraging children to share curiosity expressions and best practices to help strengthen children’s habits of mind in informal settings will be discussed.
