The Collaborative’s first goal is conducting and sharing research on the many ways that STEAM (Sciences, Technology, Engineering, Arts/Humanities, and Math) promotes creative and innovative thinking for all demographics. Throughout the 7 years of this research in K-12, the Collaborative has focused on discovering the most effective practices in classroom implementation and teacher professional development. This work has been generously supported in part by funding from the National Endowment for the Arts.
To share its research, the Collaborative publishes its findings in peer-reviewed journals, among other venues. The third Collaborative research article, “Effects of Transdisciplinary STEAM Lessons on Student Critical and Creative Thinking”, has just been published by The Journal of Education Research, a publication of Routledge, Taylor, and Francis, the leading publisher in academic education.
The article is primarily authored by Bess Wilson, PhD, Collaborative K-12 Co-chair and Assistant Professor, Department of Foundations and Secondary Education, University of North Florida. Secondary article authors are Collaborative Executive Director Lucinda Presley, Collaborative Innovation Fellow Kimberly Olson, and Dr. Wilson’s graduate assistants HwanHee Song and Julie Johnson.
The article shows how STEAM classroom lessons and experiences can strengthen student creative thinking, problem solving, collaboration, and persistence.
In line with another Collaborative goal, applying research to practice, these findings, along with all other research findings, will be applied to the Collaborative’s upcoming STEAM teacher professional development and classroom implementation in the 2021-22 academic year. These findings will be integrated with the Collaborative’s Culturally Responsive Teaching strategies to meet the needs of all learners, especially those in underrepresented populations.
You can find the article at: Effects of Transdisciplinary STEAM Lessons on Student Critical and Creative Thinking.
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