STEM subjects often have a tattered reputation as they are regarded as stressful, sometimes even frightening. What makes creativity so attractive to strive for a fundamental change in STEM lessons for its integration?
Steam training professional#
What makes creativity so attractive that an educational structural change is demanded? What can teachers achieve in the conflict between the cognitive learning goals of curricula and new demands for creativity? How effective is Professional Development? Given these questions, the present study was built up. Professional Development initiatives should help teaching staff to stimulate structural change. In many countries, it is already the case that syllabi recommend STEAM teaching. STEM curricula may benefit from the integration of arts or creative aspects, thus encouraging creative solutions rather than to get ready solutions presented (Henriksen, 2014). Additionally, scientific thinking has been recognised to require creative ability, which is not based solely on talent (Holm-Hadulla, 2010), but must be preserved and trained (de Bono, 1990). STEAM is assumed to enhance science lessons by making them more attractive, although creativity is in general associated more with artists than with engineers. It is supposed to enrich science classrooms with creative interventions and by that way to counteract the low reputation of science teaching as abstract, difficult or even boring (Bennett & Hogarth, 2009 Henriksen, 2014). The keyword “STE AM” refers to the integration of arts ( A) and creativity in the classical STEM teaching ( Science, Technology, Engineering and Mathematics). In conclusion, integrating creativity into education via PD works and may provide a promising channel to multiplication into further science classrooms, which is discussed in the conclusions.
Through creativity, apparently, students’ self-efficacy increase. The structural equation model (SEM) confirmed the model that with STEAM creativity has a positive effect on motivation: A long-term PD that is integrated into school life is an appropriate socio-cultural sustainability entry to promote creativity in classrooms. For the analysis, we calculated canonical correlations to confirm the association between creativity and motivation. Following the PD goals, the students ( N = 550) of the participating teachers were monitored for scientific motivation and creativity in order to examine the PD effects. The provided material ensured the teachers to work regularly with STEAM, and as the involved teachers were supposed to recapitulate and consolidate their STEAM skills in their classroom work. After our course schedule, the participating teachers were supposed to apply their expertise in their next school year’s classroom. In order to establish STEAM in everyday school life, an effective PD is required to go beyond one-time interventions, which seldom work sustainably. Its main difference to a usual PD lies in the introduction of creativity with its social skills rather than just on cognitive learning, and thus in STEAM teaching, teachers need training in new ways of teaching. A promising way to bring STEAM (STEM enriched with Arts) into classrooms is the Professional Development (PD) path.
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