Developing STEAM Problem-Solving Units Through the Lens of Cognitive Apprenticeship

ID: 51952 Type: Brief Paper
  1. Abby Baker and Amanda Bennett, Clemson University, United States
  2. Danielle Herro, Clemson Univeristy, United States
  3. Cassie Quigley, Clemson University, United States

Wednesday, March 28 3:00-3:20 PM Location: Banneker View on map

Presider: Ben Wright, New Mexico State University, United States

Abstract: Recently, scholars have suggested that STEAM (Science, Technology, Engineering, Art, and Mathematics) education affords American students opportunities for authentic and innovative ways to solve problems Despite the growing interest in STEAM, educators are unsure of how to create quality STEAM experiences for their classrooms, this is likely due to a lack of conceptualization and limited professional development To that end, this paper offers a STEAM instructional unit, based on an empirically tested conceptual model, that analyzes STEAM instruction from the lens of a cognitive apprenticeship Using qualitative case study methodology to analyze teacher-created STEAM units, our research explores how the units can be developed to offer authentic, relevant and technology rich learning experiences for students We posit that designing STEAM units using scenarios for situated learning experiences provides a more robust way for students to understand real-world problem solving, utilize technology as a tool for research, presentation, and collaboration and to learn The paper concludes with implications for educational researchers and educators to consider when developing STEAM units, assisting with STEAM conceptualization and professional development

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