Connected Learning in STEAM Classrooms: Opportunities for Engaging Youth in Science and Math Classrooms
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Connected Learning in STEAM Classrooms: Opportunities for Engaging Youth in Science and Math Classrooms Cassie F. Quigley 1,2
& Dani
Herro 3 & Calli Shekell 1 & Heidi Cian 4 & Lori Jacques 5
Received: 28 June 2019 / Accepted: 18 November 2019/ # Ministry of Science and Technology, Taiwan 2019
Abstract STEAM education evolved to address the critical demand for creative transdisciplinary teaching that was under-realized in STEM programs. However, this novel concept has not been clearly conceptualized; this is likely attributed to the lack of a grounding theory to frame STEAM. We propose using connected learning theory to examine a previously developed STEAM conceptual model. This work explores the potential of connected learning theory to understand specific STEAM instructional practices. Using observations of 43 middle-grade teachers from 14 schools enacting STEAM practices in their classrooms, we examined what connected learning looked like in STEAM classrooms and how the STEAM conceptual model could be enhanced by analyzing implementation practices through the principles of connected learning. The qualitative data analysis of observations, video recorded data, and debriefing sessions with teachers after the observations included two rounds of analysis. This found significant overlap in ideas of connected learning and STEAM, notably a shared emphasis on design, collaboration, and contextualized learning. Keywords Connected learning . Professional development . STEAM
Electronic supplementary material The online version of this article (https://doi.org/10.1007/s10763-01910034-z) contains supplementary material, which is available to authorized users.
* Cassie F. Quigley [email protected]
1
School of Education, University of Pittsburgh, Pittsburgh, PA, USA
2
Pittsburgh, USA
3
College of Education, Clemson University, Clemson, SC, USA
4
Florida International University, Miami, FL, USA
5
Louisana Tech University, Ruston, LA, USA
C. F. Quigley et al.
During the last decade, connected learning (CL) has been proposed as a way to conceptualize the impact of youth media production and expression across digital media networks, in particular when participants were creating or solving problems that they cared about. The CL framework (Ito et al., 2013), originally examined in out-ofschool spaces, represents the overlapping space of relationships, interests, and opportunities for learning and includes two related principles. These two principles, learning and design, are interrelated in that the learning principles can influence the design principles; meanwhile, design can increase the opportunities for learning. The overlap between the principles intentionally provided multiple access and entry points for students who were often disconnected from traditional school settings, one of the related goals within STEAM education. Connected learning experiences often resulted in these deeper learning experiences, which included systems thinking, creativity, persistence, and self-reflection (Ito et al., 2013) Education
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