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resource research Public Programs

The Trouble with STEAM and Why We Use it Anyway

As an emerging field of theory, research, and practice, STEAM (Science, Technology, Engineering, Arts and Mathematics) has received attention for its efforts to incorporate the arts into the rubric of STEM learning. In particular, many informal educators have embraced it as an inclusive and authentic approach to engaging young people with STEM. Yet, as with many nascent fields, the conceptualization and usage of STEAM is somewhat ambivalent and weakly theorized. On the one hand, STEAM offers significant promise through its focus on multiple ways of knowing and new pathways to equitable
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TEAM MEMBERS: Sam Mejias Naomi Thompson R Mishael Sedas Mark S Rosin Elisabeth (Lissa) Soep Kylie Peppler Joseph Roche Jen Wong Mairéad Hurley Philip Bell Bronwyn Bevan
resource research Exhibitions

Inspiring Young Children to Engage in Computational Thinking In and Out of School (Research to Practice)

Integrating science, technology, engineering, and mathematics (STEM) subjects in pre-college settings is seen as critical in providing opportunities for children to develop knowledge, skills, and interests in these subjects and the associated critical thinking skills. More recently computational thinking (CT) has been called out as an equally important topic to emphasize among pre-college students. The authors of this paper began an integrated STEM+CT project three years ago to explore integrating these subjects through a science center exhibit and a curriculum for 5-8 year old students. We
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TEAM MEMBERS: Morgan Hynes Monica Cardella Tamara Moore Sean Brophy Senay Purzer Kristina Tank Muhsin Meneske Ibrahim Yeter Hoda Ehsan
resource research Games, Simulations, and Interactives

Limited impacts of video games for math and science learning

Do video games have positive impacts on the academic K–12 curriculum? The authors of this paper conducted a literature review of more than 300 research articles on the use of video games in the classroom. Their analysis found minimal evidence that video games have positive effects on mathematics and science learning.
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TEAM MEMBERS: Fan Kong
resource evaluation Media and Technology

Front-end Evaluation for ADVANCING CONTENT THROUGH INTERACTIVE VIRTUAL ENVIRONMENTS

The purpose of this front-end evaluation study was to inform design decisions about the development of an interactive learning system focusing on Earth and planetary science. The design team was led by the Institute for Scientific Research (ISR), and the project was funded by the National Science Foundation (NSF). The aim of the Advancing Content Through Interactive Virtual Environments (ACTIVE) Project is to create an interactive learning environment that allows exploration of the solar system through several senses including touch, sound, and sight. Developers will incorporate NASA Earth and
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TEAM MEMBERS: Carey Tisdal The West Virginia High Technology Consortium Foundation