Journal Articles
Issues-based STEAM education: A case study in a Hong Kong secondary school
EdLink- Issues-based STEAM education: A case study in a Hong Kong secondary school
- International Journal of Education & the Arts, 22(3), 1-22, 2021
- Penn State Libraries Open Publishing
- 2021
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- Hong Kong
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- 1997.7 onwards
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- 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.
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- English
- Journal Articles
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- 15298094
- https://bibliography.lib.eduhk.hk/en/bibs/231f7244
- 2022-04-20
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