Learning Together: A Collaborative Autoethnographic Exploration of STEAM (STEM plus the Arts) Education
Learning Together: A Collaborative Autoethnographic Exploration of STEAM (STEM plus the Arts) Education
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DOI：
10.1002/jee.20112
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发表时间：
2016-01-01
影响因子：
3.4
通讯作者：
Walther, Joachim
中科院分区：
文献类型：
--
作者：
Sochacka, Nicola W.;Guyotte, Kelly W.;Walther, Joachim
作为一种提高STEM学生创造力和拓宽STEM领域兴趣的手段，人们对STEAM （STEM + the Arts）教育越来越感兴趣。然而，许多艺术教育家反对将学习艺术作为提高学生在其他领域表现的一种方式。根据前两位作者在跨学科设计工作室的参与，本研究拓展了STEAM如何以更紧密地与艺术教学承诺相一致的方式丰富工程教育的观点。设计/方法这篇文章是由两位作者合作撰写的，他们分别是环境工程和艺术教育的教育家。这项研究基于艺术倡导者马克辛·格林（Maxine Greene）的教育哲学，她认为学习是对意义、广泛觉醒和社会变革的积极、合作的探索。我们的对话揭示了STEAM的潜力，为学生和教育工作者提供了探索材料、设计、社会和自然环境之间个人相关联系的机会，并批判性地参与学科身份的隐性和显性方面。这种对STEAM的观点同时补充和挑战了当前对这一新兴教育运动的看法，几乎无一例外，这一观点的基础是对竞争性经济增长和技术发展的呼吁。我们希望未来的研究将以我们的观点为基础，继续讨论STEAM，考虑各方的不同贡献和共同利益。
BackgroundThere is a growing interest in STEAM (STEM + the Arts) education as a means to enhance the creativity of STEM students and broaden interest in STEM fields. Many art educators, however, object to the instrumental justification for study in the arts as a way to improve student performance in other areas.PurposeDrawing on the first two authors' engagement in an interdisciplinary design studio, this study develops an expanded view of how STEAM might enrich engineering education in ways that more closely align with the pedagogical commitments of the arts.Design/MethodThis article is written as a collaborative autoethnography between the first two authors, educators in environmental engineering and art education, respectively. The study is grounded in the educational philosophy of arts advocate Maxine Greene, who views learning as an active, collaborative search for meaning, wide-awakeness, and social change.ResultsOur dialogue reveals the potential for STEAM to provide students and educators with opportunities to explore personally relevant connections between materials, design, society, and the natural environment and to critically engage with implicit and explicit facets of disciplinary identity.ConclusionsThis view of STEAM simultaneously complements and challenges current conceptions of this emerging educational movement that, almost without exception, are underpinned by calls for competitive economic growth and technological development. We hope future research will build on our perspectives to continue a conversation about STEAM that considers the diverse contributions of, and mutual benefits to, all parties involved.