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... education is a typical sociocultural and constructivist model, which provides children with learning situations and enables them to actively build knowledge and acquire skills through exploration, discovery, cooperation and other channels [16]. Therefore, this paper attempts to propose STEAM curriculum model suitable for early childhood by referring to the basic mode of constructivism (as shown in Figure 1). This model with "project or problem" as the core foothold, surrounding the key links of project theme (problem solving process), the explicit learning environment (environment establishment), Learning activities (interest stimulation, group cooperation, brainstorming, hands-on exploration, interactive sharing), learning scaffold (peer coaching, teacher's guidance) and learning evaluation (improvement) to design activity. ...

Citations

... Computational thinking is "supported by numerous studies that demonstrate the positive effects in relation to creativity and the ability to solve problems, these skills being necessary for individuals to face the challenges of the 21st century" (Casado and Checa, 2020, p.51). STEAM learning in general, and computational thinking in particular, are being integrated from the infant and Primary Education stages in educational centers, although unevenly (INTEF, 2019), because they provide enriching learning experiences and develop skills in solving problems that are accessible to students (Mengmeng et al., 2019). In addition, makerspaces, understood as spaces to promote creativity and collaborative learning through ICT (Freundt, 2019), causes students to experiment, plan, discuss, reflect... favoring learning by projects and discovery, attending to the diversity with significant learning that increases the motivation and participation of the students, facilitating the acquisition of content and knowledge in a gamified and playful way (Suarez et al., 2018). ...
... In relation to the area of mathematical competence, even if STEAM is closely tied to mathematics, results are subjective and no significant progress has been witnessed during the period when the Digital Culture area has developed. Calculus obtained better results than problem solving, these data are not in agreement with the studies by Casado and Checa (2020) and Mengmeng et al. (2019). In addition, the girls present better results than the boys, both in calculation and in problem solving, with no differences in this study in those families with and without an immigration background, therefore, STEAM-EDU attends to diversity, as Caballero also points out. ...
Article
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This research has studied the impact of the use of STEAM (Science, Technology, Engineering, Art, and Mathematics) in education, specifically in the development of linguistic and mathematical skills. The instruments used to extract the learning results were the external evaluation tests carried out by the National Institute of Educational Evaluation INEE over a period of 4 years. The study included 242 third-level primary school students from an educational center in the city of Ceuta (Spain) located in a disadvantaged area. The objectives of the study were to describe the learning results obtained in the respective competencies according to the sex and the migratory history of the students' parents, to compare the results obtained before and during the use of STEAM and to determine if there is a correlation between the understanding of writing and problem solving. The research method was quantitative descriptive, cross-sectional and correlational. The results of the study showed that the transversal and coordinated use of STEAM improves the learning outcomes of linguistic and mathematical competence of students of the third year of Primary Education, especially speaking, oral comprehension and calculation. The results were, in general, more positive in the case of girls and students whose parents were born in Spain. The study also revealed that there is a positive correlation between reading comprehension and problem solving.
... Los campos relacionados con las ciencias y la tecnología se han ido desarrollando de manera tan acelerada, que las innovaciones de hace meses han quedado desfasadas hoy en día. Es por este motivo, por lo que es necesario que los profesionales de la educación sean capaces de anticiparse y adaptarse a los constantes cambios que se avecinan para poder innovar en sus prácticas docentes (Zhang et al., 2019). ...
Conference Paper
Desde las aulas de Educación Infantil (EI) se llevan a cabo experiencias que acercan al alumnado a la tecnología. Pero, existe un campo de trabajo invisible en el uso de esta tecnología, como son el desarrollo de las habilidades de pensamiento y las Funciones Ejecutivas (FFEE).
... Los campos relacionados con las ciencias y la tecnología se han ido desarrollando de manera tan acelerada, que las innovaciones de hace meses han quedado desfasadas hoy en día. Es por este motivo, por lo que es necesario que los profesionales de la educación sean capaces de anticiparse y adaptarse a los constantes cambios que se avecinan para poder innovar en sus prácticas docentes (Zhang et al., 2019). ...
Book
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En los primeros años de escolarización, la incorporación de las tecnologías brinda una oportunidad para sentar las bases de una educación inclusiva. Éstas ofrecen fuertes posibilidades para favorecer la inclusión de las personas con diversidad funcional y superar las limitaciones que se derivan de la misma. Esta obra se apoya en los principios de igualdad, autonomía y singularidad, pilares que se suman al valor de la vida humana sin distinción alguna. Queremos sumarnos a esta labor, generando foros de análisis nacionales e internacionales en los que discutir y debatir sobre estrategias, metodologías, recursos, criterios, competencias, etc… Todo ello para dibujar espacios de futuro inclusivos. Anímate a trazar líneas con nosotros, a dibujar espacios inclusivos con tecnologías. Publicación destinada a personas relacionadas o interesadas con el mundo de la Tecnología Educativa en Educación Infantil.
... Finalmente, al crecer rápidamente el desarrollo de la ciencia y la tecnología, como Internet o la inteligencia artificial, los países deben contar con personas talentosas e innovadoras en campos STEAM. Así pues, se vuelve necesario actualizar los planes de estudio en edades tempranas para cubrir las necesidades en este campo (Zhang, Yang, & Wang, 2019), y por tanto, la formación inicial de los docentes que tendrán que realizar este cambio (Román-Graván, Hervás-Gómez y Guisado-Lizar, 2017). ...
... The increasing of technological projects in these recent years is notable, although their theoretical foundations are limited to the field of science (Chu et al. 2018). For this reason, studies and practices focused on other disciplines related to science, technology, engineering, art, and math (STEAM) have been conducted (Angel and Salgado 2018;Bush et al. 2020;Dolgopolovas and Dagiene 2021;Lin and Tsai 2021;Mengmeng et al. 2019;Perignat and Katz-Buonincontro 2018;Salmi et al. 2020;Togou et al. 2019;Webb and LoFaro 2020). Moreover, it shares a relationship with the STEM approach "Science, Technology, Engineering, Mathematics" (Chu et al. 2018;Greca et al. 2021;Herro et al. 2017) where a key element is integrated, the acronym "A," alluding to the arts and creativity Herro et al. 2017), allowing to understand and experience the world, enabled by art forms, practices, or even pedagogies . ...
... Furthermore, it has a positive effect on student's motivation and increases self-efficacy in makerspaces, where students imagine, explore, experiment, test, manipulate, discuss, and speculate . Learning through STEAM-EDU has been recognized as a key driver of progress (Mengmeng et al. 2019) and can change the direction of future learning in the context of this new interactive era (Tan et al. 2020). ...
... These needs call for a redefinition of the curriculum at all stages of education, where technologies are also being integrated into the classroom, in order to train citizens of the future. STEAM projects (Angel and Salgado 2018;Bush et al. 2020;Chu et al. 2018;Colucci-Gray et al. 2019;Dolgopolovas and Dagiene 2021;Greca et al. 2021;Herro et al. 2017;Lin and Tsai 2021;Mengmeng et al. 2019;Perignat and Katz-Buonincontro 2018;Togou et al. 2019;Webb and LoFaro 2020) were born over the last decade from the union of STEM subjects and the arts. ...
Article
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Background Emerging methodologies that apply and integrate science, technology, engineering, art, and math (STEAM) in education have appeared in recent years as a pedagogical alternative providing more holistic and attractive education. Method The research methodology used in this work is of a bibliometric nature. Specifically, an academic performance analysis and a co-word analysis has been carried out. The term STEAM was analyzed in the Web of Science (WoS) database. The WoS programs Analyze Results, Creation Citation Report, and SciMAT were used. A total of 1116 manuscripts were analyzed. Results The results show that studies in the field education of STEAM began in 2006 and have continued uninterruptedly up to the present day, although interest generated in the scientific community has been irregular. Conclusions It can be concluded that STEAM studies have not had an established and robust line of research over time, although it can be observed that the trends in this aspect are focused on the scientific branch of education. In addition, the topics of study on STEAM include points related to gender differences, the influence of STEAM on people of different races, the skills developed by students, and training teachers to implement teaching and learning processes with STEAM.
... Dalam penelitian ini, peneliti mengajukan beberapa pertanyaan mengenai bagaimana cara menerapkan budaya lokal Jepara dalam pembelajaran di setiap harinya dan tentang problematika yang dihadapi dalam penerapan kurikulum paud berbasis budaya lokal Jepara. Kurikulum ini menjadi ciri khas untuk Lembaga senada dengan yang diungkapkan (Mengmeng et al., 2019:3) bahwa setiap Lembaga memiliki kurikulum sendiri yang mencirikan suatu Lembaga. Adapun hasil yang didapatkan adalah cara guru menerapkan budaya lokal Jepara dalam pembelajaran dengan menggunakan media permainan SINDU kependekan dari Sinau Budaya dan problematika yang dihadapi dalam penerapan kurikulum berbasis budaya lokal Jepara adalah banyaknya anak yang belum mengetatui mengenai budaya lokal Jepara dikarenakan lingkungan tempat tinggal anak yang penerapan budaya lokal Jepara sendiri sudah mulai sedikit terkikis akibat perkembangan zaman. ...
... Vì vậy, STEAM không những giúp GV kết hợp nhiều lĩnh vực cùng một lúc và thúc đẩy các trải nghiệm học tập để trẻ khảo sát, đặt câu hỏi, nghiên cứu, khám phá và thực hiện các kĩ năng xây dựng sáng tạo mà còn cung cấp thêm nhiều lựa chọn cho các nhà giáo dục để trình bày các khái niệm STEM cho trẻ thông qua nghệ thuật [4, tr. 7], [13]. Áp dụng giáo dục STEAM ở bậc học mầm non được thực hiện nhằm hỗ trợ cho việc thực hiện mục tiêu chương trình GDMN [14]. ...
Article
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Tóm tắt. Mối quan tâm đối với giáo dục STEAM cho trẻ mầm non ngày càng lan rộng đã dẫn đến nhu cầu cao đối với việc đào tạo, bồi dưỡng năng lực giáo dục STEAM cho giáo viên nhằm đáp ứng yêu cầu trong bối cảnh mới. Nghiên cứu này nhằm tìm hiểu xu hướng tích hợp giáo dục STEAM vào chương trình đào tạo giáo viên mầm non trình độ Đại học. Khảo sát 11 chương trình đào tạo ở nước ngoài cho thấy có 2 hướng chính trong việc tích hợp giáo dục STEAM vào chương trình đào tạo giáo viên mầm non là: Không có học phần giáo dục STEM-STEAM và có học phần giáo dục STEM-STEAM. Bên cạnh đó, xu hướng xây dựng chương trình bằng kép Giáo dục mầm non-giáo dục STEAM cũng đã được quan tâm. Từ kết quả nghiên cứu này, chúng tôi đưa ra một số đề xuất đối với việc xây dựng nội dung giáo dục STEAM trong chương trình đào tạo giáo viên mầm non tại Việt Nam với hi vọng giúp các cơ sở đào tạo có định hướng phù hợp trong xây dựng chương trình và triển khai học phần "STEAM trong giáo dục mầm non".
... Children are believed to have built-in art elements within them. With arts, they are allowed to share ideas through social activities, language arts, fine arts, music and creative movements [4,6]. In brief, the STEAM teaching implementation process required teachers' commitment and attention. ...
Article
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The culture of Science, Technology, Engineering, Art and Mathematics (STEAM) teaching is still new among preschool teachers. Nevertheless, STEAM teaching is seen as challenging to be implemented if there is no clear guideline prepared by qualified experts. Therefore, a need analysis on STEAM teaching strategies ought to be conducted to ensure the implementation of STEAM teaching its related problems may be attended. This research aimed to explore experts’ perceptions about Fred Rogers’ STEAM as a STEAM teaching strategy approach as a considered method to be taught in preschools. This need analysis employed semi structured interviews with four experts. The obtained findings were categorized and analysed thematically. Five themes were identified: 1) features and needs of STEAM education, 2) inquiry-based learning 3) learning by doing activities, 4) interesting and systematic teaching strategies and 5) suitability with children’ development and practices. The research findings benefit preschool teachers in selecting and implementing STEAM teaching strategies based on experts’ opinion. Besides, it is anticipated to help teachers to conduct meaningful and effective STEAM teaching with preschool children.
... The STEAM learning approach in the context of Early-Childhood Education is still a new discourse. The STEAM approach is one of the efforts to implement integrative thematic learning that involves a number of learning content (Broadhead, 2003;Mengmeng et al., 2019;Science, n.d.;Taylor et al., 2018). An approach with STEAM is carried out through a variety of play activities according to the needs, characteristics and stages of children's development (Colucci et al., 2017;Lillard et al., 2013). ...
Article
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STEAM-based learning is a global issue in early-childhood education practice. STEAM content becomes an integrative thematic approach as the main pillar of learning in kindergarten. This study aims to develop a conceptual and practical approach in the implementation of children's education by applying a modification from STEAM Learning to R-SLAMET. The research used a qualitative case study method with data collection through focus group discussions (FGD), involving early-childhood educator's research participants (n = 35), interviews, observation, document analysis such as videos, photos and portfolios. The study found several ideal categories through the use of narrative data analysis techniques. The findings show that educators gain an understanding of the change in learning orientation from competency indicators to play-based learning. Developing thematic play activities into continuum playing scenarios. STEAM learning content modification (Science, Technology, Engineering, Art and Math) to R-SLAMETS content (Religion, Science, Literacy, Art, Math, Engineering, Technology and Social study) in daily class activity. Children activities with R-SLAMETS content can be developed based on an integrative learning flow that empowers loose part media with local materials learning resources. Keyword: STEAM to R-SLAMETS, Early Childhood Education, Integrative Thematic Learning References Ali, E., Kaitlyn M, C., Hussain, A., & Akhtar, Z. (2018). the Effects of Play-Based Learning on Early Childhood Education and Development. Journal of Evolution of Medical and Dental Sciences, 7(43), 4682–4685. https://doi.org/10.14260/jemds/2018/1044 Ata Aktürk, A., & Demircan, O. (2017). A Review of Studies on STEM and STEAM Education in Early Childhood. Journal of Kırşehir Education Faculty, 18(2), 757–776. Azizah, W. A., Sarwi, S., & Ellianawati, E. (2020). 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... Finalmente, al crecer rápidamente el desarrollo de la ciencia y la tecnología, como Internet o la inteligencia artificial, los países deben contar con personas talentosas e innovadoras en campos STEAM. Así pues, se vuelve necesario actualizar los planes de estudio en edades tempranas para cubrir las necesidades en este campo (Zhang, Yang, & Wang, 2019), y por tanto, la formación inicial de los docentes que tendrán que realizar este cambio (Román-Graván, Hervás-Gómez y Guisado-Lizar, 2017). ...