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STEAM Approach: Integrated Projects
Scholar Year: 2023/2024 - 2S
| Code: |
MEPAI12 |
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Acronym: |
SPI |
| Scientific Fields: |
Ciências da Educação(integra Educação e Pedagogia), Artes, Ciências Sociais, Matemática |
Courses
| Acronym |
N. of students |
Study Plan |
Curricular year |
ECTS |
Contact hours |
Total Time |
| MEPAI |
5 |
|
1º |
6,0 |
45 |
162,0 |
Teaching language
Portuguese
Intended learning outcomes (Knowledges, skills and competencies to be developed by the students)
• Analyze the importance of integrating knowledge associated with the areas of Plastic Arts, Natural Sciences and Mathematics for the development of STEAM projects.
• Understand and experience processes and practices associated with STEAM education from an integrative and inclusive perspective.
• Design, develop and evaluate STEAM integrated projects to be applied in contexts of social and educational inclusion.
Syllabus
• Plastic Arts, Natural Sciences and Mathematics: What brings them together? What sets them apart?
• STEAM: concept clarification; strengths and challenges.
• STEAM activities/projects: nature and main development steps.
• Design and implementation of STEAM integrated projects.
Demonstration of the syllabus coherence with the UC intended learning outcomes
The selection of syllabus stems from the importance of master's students understanding how to build and implement STEAM integrated projects in an inclusive perspective and suitable for diverse audiences. Hence the option to focus this curricular unit on the analysis of the meaning, strengths and challenges of STEAM projects, the steps of development of this type of projects and, finally, on the conception and implementation of STEAM integrated projects. Thus, it is expected to contribute to a deeper knowledge about this subject as well as ways to implement STEAM projects in different professional contexts.
Teaching methodologies
The classes in this course will have a theoretical-practical character, focusing on Problem Based Learning and Project Based Learning methodologies. These methodologies require students to investigate and respond to authentic, complex and challenging problems, which support their involvement in research activities conducive to the construction of knowledge and the development of key competences for the 21st century, like critical thinking , communication and creativity. The active participation of students, in individual and group work, will be encouraged, and reflection on the experiences lived in class will be supported, aiming to promote a sustained and integrated construction of knowledge, in the STEAM areas.
Demonstration of the teaching methodologies coherence with the curricular unit's intended learning outcomes
It is intended that students critically analyze the potential of the STEAM approach for the design and development of integrated projects. Hence the need to provide them with contact with various types of activities and projects. At the same time, it is essential to encourage students’ reflection in order to identify the strengths and constraints of using this type of approach in different contexts, highlighting the emergence of aesthetic and functional values. The supervised design of projects, according to a STEAM approach, promotes the integration of different knowledges and directs students to a critical and reflective analysis of their applicability in social and educational inclusion contexts.
Assessment methodologies and evidences
The assessment will be continuous: participation in the activities (30%); project (70%). Students will design a STEAM project, in an integrative and inclusive perspective, which can be developed in their professional contexts, and disseminated in public presentation venues.
Bibliography
Bush, S., & Cook, K. (2019). Step into STEAM, grades K-5: Your standards-based action plan for deepening mathematics and science learning. Corwin Press & NCTM.
Hadani, H. S., & Rood, E. (2018). The roots of STEM Sucess: Changing early learning experiences to buid lifelong thinking skills. Project Report. Center for Childhood.
Khine, M., & Areepattamannil, S. (Eds.) (2019). STEAM education: Theory and practice. Springer.
Quigley, C., & Herro, D. (2019). An educator's guide to STEAM: Engaging students using real-world problems. Teachers College Press.
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