Star Stuff: Romantic Understanding of Elementary Science and Mathematics Through Imaginative STEAM Learning
2020
- 114Usage
Metric Options: CountsSelecting the 1-year or 3-year option will change the metrics count to percentiles, illustrating how an article or review compares to other articles or reviews within the selected time period in the same journal. Selecting the 1-year option compares the metrics against other articles/reviews that were also published in the same calendar year. Selecting the 3-year option compares the metrics against other articles/reviews that were also published in the same calendar year plus the two years prior.
Example: if you select the 1-year option for an article published in 2019 and a metric category shows 90%, that means that the article or review is performing better than 90% of the other articles/reviews published in that journal in 2019. If you select the 3-year option for the same article published in 2019 and the metric category shows 90%, that means that the article or review is performing better than 90% of the other articles/reviews published in that journal in 2019, 2018 and 2017.
Citation Benchmarking is provided by Scopus and SciVal and is different from the metrics context provided by PlumX Metrics.
Example: if you select the 1-year option for an article published in 2019 and a metric category shows 90%, that means that the article or review is performing better than 90% of the other articles/reviews published in that journal in 2019. If you select the 3-year option for the same article published in 2019 and the metric category shows 90%, that means that the article or review is performing better than 90% of the other articles/reviews published in that journal in 2019, 2018 and 2017.
Citation Benchmarking is provided by Scopus and SciVal and is different from the metrics context provided by PlumX Metrics.
Metrics Details
- Usage114
- Abstract Views112
- Downloads2
Thesis / Dissertation Description
Integrated Science, Technology, Engineering, the Arts, and Mathematics (STEAM) is an avenue through which engagement in elementary science and mathematics can deepen in line with reform documents (Bush & Cook, 2018; Bush & Cook, 2019; Quigley & Herro, 2016). This formative and design experimental (Reinking & Bradley, 2008) study explored how, in a STEAM Lab context, curriculum intentionally made more imaginative through the use of a set of cognitive tools (Hadzigeorgiou, Klassen & Klassen, 2011) might result in Romantic Understanding of elementary science and mathematics content. Three research questions guided the research: 1) In what ways does STEAM curriculum connect to Romantic Understanding of elementary science and mathematics?; 2) How does STEAM curriculum modified to achieve Romantic Understanding impact student experiences in elementary science and mathematics?; and, 3) How does STEAM curriculum modified to achieve Romantic Understanding impact teacher experiences in elementary science and mathematics?Several themes emerged from patterns in the data: First, analyses of iterations of the lessons in the curriculum highlighted the ways a teacher navigates and balances wonder, standards and content. Next, curriculum examples demonstrated the power of including student insights. Finally, patterns showed how humanization is revealed through engagement with empathy. The experiences of students showed sustained wonder through engagement with the heroic characteristics of figures in science and mathematics. The teacher’s experiences showed new attitudes in 21st century learning, technology and careers related to STEM, a propensity towards storytelling and the challenges and potential of pursuing integrated and imaginative learning separately and together.
Bibliographic Details
Provide Feedback
Have ideas for a new metric? Would you like to see something else here?Let us know