Using the family resemblance approach to inform STEAM education

Using the family resemblance approach to inform STEAM education

• Erduran, Sibel University of Oxford
• Cheung, Ka Ching University of Oxford

London Review of Education, 22(1), 2024

Routledge

2024

• G 課程與教學:個別教學範疇
  • GC 數學及統計學
• G 課程與教學:個別教學範疇
  • GD 科學及科技
• G 課程與教學:個別教學範疇
  • GF 人文學科及藝術
• G 課程與教學:個別教學範疇
  • GG 工程、製造及建築
• A 人的成長與發展
  • AF 家庭與成長、家庭關係、生育與育嬰、家庭教育、家長參與

STEAM Family Resemblance Approach Nature of Science

• Hong Kong

• 1997.7 onwards

• 中學教育

• View Full Text 全文連結

In this article, we use the family resemblance approach as a framework to contribute to the debate about the similarities and differences between the constituent disciplines of STEAM (science, technology, engineering, arts and mathematics) and to explore the implications for education. The family resemblance approach has been used in science education in various ways, for instance, in teacher education and undergraduate teaching and as an analytical tool for examining science curricula and assessments. The relevant sense of application of the family resemblance approach for our purposes in this article is that it is a framework that has the potential to differentiate the disciplines underpinning STEAM. We explore the utility of the family resemblance approach for clarifying what is meant by the nature of STEAM and, subsequently, we elaborate on some practical examples drawn from a project conducted in Hong Kong with Year 7 (12–13-year-old) students to illustrate how the use of the family resemblance approach can help articulate a contrast of nature of science and the arts in school activities. Copyright © 2024 Sibel Erduran and Kason Ka Ching Cheung.

• 英文

期刊論文

• 14748460

• 10.14324/LRE.22.1.10

https://bibliography.lib.eduhk.hk/tc/bibs/8c10195c

2025-01-07