Teacher STEAM Education Supported by Professional Learning Communities: A Meaningful Practice of Teacher Professional Development
##plugins.themes.bootstrap3.article.main##
##plugins.themes.bootstrap3.article.sidebar##
Abstract
Steam education is a synergetic, interdisciplinary approach that conflate science, technology, engineering, arts and mathematics to foster creative, critical, and imaginative thinking and skills in students (Lamichhane, 2021). The core of STEAM is innovation and problem-solving. It places premiums on interdisciplinary skills, including inquiry, communication, collaboration, and self-management (Holbrook, 2020). In a world facing emerging challenges and complexities, STEAM education is instrumental in cultivating talents with abilities to integrate multiple-disciplinary knowledge, think critically and innovatively, solve problems voluntarily, and carry out effective collaboration.
Downloads
##plugins.themes.bootstrap3.article.details##
STEAM
Gülhan, F. (2024). Professional learning community (PLC) in STEAM education: A hands-on workshops sample. Science Insights Education Frontiers, 20(1):3149-3172. DOI: https://doi.org/10.15354/sief.24.or496
Holbrook, J., Rannikmäe, M., & Soobard, R. (2020). STEAM Education-A transdisciplinary teaching and learning approach. In Science education in theory and practice: An introductory guide to learning theory (pp. 465-477). DOI: http://dx.doi.org/10.1007/978-3-030-43620-9_31
Lamichhane, B. R. (2021). STEAM Education for Transformative Mathematics Learning. Saptagandaki Journal, 12(1):36-53. DOI: https://doi.org/10.3126/sj.v12i12.46152
Ma, Y. (2021). A Case Study of Collaboration among Members of the Interdisciplinary Teaching Community (Master’s thesis). Northeastern Normal University. DOI: https://doi.org/10.27011/d.cnki.gdbsu.2021-000978
Olsson, D. (2019). Improving teaching and learning together: A literature review of professional learning communities. Available at: https://www.researchgate.net/publication/358221175
Qiao, M. (2023). Application of Blended Teaching in Vocational Education Curricula (Master’s thesis). Guangdong Polytechnic Normal University. DOI: https://doi.org/10.27729/dcnki.ggdjs.2023000430
Yao, L. (2023). The Role of Anchor Teacher Studios in Teacher Professional Development from the Perspective of PLCs (Doctoral dissertation). Northeastern Normal University. DOI: https://doi.org/10.27011/dcnki.gdbsu.2023.000145
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.