Creative Learning in STEM: towards the design of an approach between theory and reflective practice

Maria Xanthoudaki; Amos Bokonen Blanton

doi:10.20368/1971-8829/1135559

Creative Learning in STEM: towards the design of an approach between theory and reflective practice

Maria Xanthoudaki, Amos Bokonen Blanton

Institut for Kultur og Samfund - Kultur, Kognition og Computation, Afdeling for

Publikation: Bidrag til tidsskrift/Konferencebidrag i tidsskrift /Bidrag til avis › Tidsskriftartikel › Forskning

5 Citationer (Scopus)

Abstract

ThepaperpresentsanddiscussestheResearchandDevelopmentandrelatedreflectivepracticeprocessforthedesignofanapproachtoSTEMschooleducation.ItfocusesonFutureInventors,aneducationprojectoftheNationalMuseumofScienceandTechnologyLeonardodaVinciwhichaimstodesign,develop,test,anddefineanapproachforteachingandlearninginSTEMatjuniorhighschool.Throughthiscasestudy,theauthorsarguefortheneedtodesignforlearningactivitiesinwhichchildrencanlearncreativelybuildingontheirownpotentialand,foreducators,todevelopandmaintainaSTEMteachingmind-setthatrecognizesaseriesofqualities,bodilyengagement,emotions,self-expressionandopen-ended,creativeexploration,ashavingalegitimateplaceinthescienceclassroomThisisanattempttomovebeyondthede-contextualiseduseoftechnologyinlearningtowardsalearningflowthatfostersengagementwithdigitalexperiencesawaytodevelopchildren’sthinking,theirvoiceandidentity,makingthemfeelabletoshareandcontributeactively.KEYWORDS:STEM,Learning,Aesthetics,Approach,School,Digital.1.IntroductionSchool STEM Education has been the object of innumerous studies, debates and attempts for many years and internationally, most of which strongly claim the need to innovate both approach and tools for 1correspondingauthor-email:[email protected]–address:ViaSanVittore21,20123Milano(Italy)teaching and learning. This, not only for schools to be able to remain at the pace of times (i.e. integrating technology in classroom practice) but, more than that, for the need to create a context in which children can learn creatively building on their own potential (Resnick, 2017). Self-expression, creativity, agency emerge as ever more important in the learners’ own experience while educators are invited to develop and maintain a STEM teaching mind-set that recognizesa broad range of experiences, skills and behaviours as having a legitimate place in the science classroom. It is an effort towards “broadening what counts”, that is, towardscreating a supportive and inclusive environment in which all students feel that they can contribute from their own lived experiences and that these are valid and valued (Harris et al., 2018). Enriching STEM teaching and learning at school also means redefining learning as DOIhttps://doi.org/10.20368/1971-8829/1135559CITE ASXanthoudaki, M.,&Blanton, A. (2021). Creative learning in STEM: towards the design of an approach between theory and reflective practice. Journal of e-Learning and Knowledge Society, 17(3), 33-42.https://doi.org/10.20368/1971-8829/1135559

Originalsprog	Engelsk
Tidsskrift	Journal of e-Learning and Knowledge Society
Vol/bind	17
Nummer	3
Sider (fra-til)	33-42
Antal sider	10
ISSN	1826-6223
DOI	https://doi.org/10.20368/1971-8829/1135559
Status	Udgivet - dec. 2021

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10.20368/1971-8829/1135559Licens: CC BY-NC-SA

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Creative Learning in STEM: towards the design of an approach between theory and reflective practice

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