Issues-based STEAM education: A case study in a Hong Kong secondary school

Issues-based STEAM education: A case study in a Hong Kong secondary school

• Chung, Sheng Kuan University of Houston
• Li, Dan Michigan State University

International Journal of Education & the Arts, 22(3), 1-22, 2021

Penn State Libraries Open Publishing

2021

• G Curriculum, Teaching & Learning: Specific Disciplines
  • GC Mathematics & Statistics
• G Curriculum, Teaching & Learning: Specific Disciplines
  • GD Science & Technology
• G Curriculum, Teaching & Learning: Specific Disciplines
  • GG Engineering, Manufacturing & Construction

• Hong Kong

• 1997.7 onwards

• Secondary Education

A curriculum that integrates Science, Technology, Engineering, and Mathematics (called STEM education) has been implemented in K-12 schools in the United States for several years. The purpose of this article is to explore the further integration of issues-based art education into STEM education (hereafter-called issues-based STEAM education) to expand the benefits of STEM education for school children. Adopting issues-based art education into STEM education provides students with a more authentic learning experience because its interdisciplinary pedagogy emphasizes inquiry-based, real-world learning, and critical thinking. In this article, we discuss the recent educational movement from STEM to STEAM, followed by an introduction to issues-based STEAM education. We then provide a relevant lesson implemented in a Hong Kong high school to shed light on the significance of issues-based STEAM education and as rationale for the importance of issues-based STEAM education that engages art students by exploring social issues. Copyright © 2021 Penn State Libraries Open Publishing.

• English

Journal Articles

• 15298094

• 10.26209/ijea22n3

https://bibliography.lib.eduhk.hk/en/bibs/231f7244

2022-04-20