TheSTE(A)M Education European Roadmap Seminar

Introduction

EU, Horizon.

SEER

Eddy Grand-Meyer, Outreach and Engagement Specialist (STEM), European Schoolnet; Jessica Niewint-Gori, Head of the Research Structure "Technological Applications for Laboratory Teaching", Indire

A set of roadmaps

• Step 1: Map & analyze STEAM initiatives and policies to identify
  • Harvest and analyse to identify alignments and ruptures between
  • The EU Steam landscape
  • the needs of teachers, policymakesr, industry, schools.
• Step 2: Identify key areas, topics, and trends to investigate further
  • Exchange with stakeholders to refine understanding and device solutions
• Step 3: Deliverables
  • Roadmap: Solutions to mainstream and implement STEAM education
  • Case studies: Evidence of good practice in context
  • Mapping of Resources and Advice to users
  • Impact assesment

Key Findings to date

• STEM, iSTEM, STE(A)M, STEAM, STEAME are about the same acronyms
• Clear under-representation of the STEM industry in EU funded projects
• Significant gaps and weaknesses in the accessibility and sustainability of EU funded projects
• Resources are difficult to retrieve because of subjective categorisation of subjects, unspecifies target audiences, and generic learning objectives.
• Collaborative skills remain a weak point for teachers and schools. More training is need and the space
• . . .

Change the Paradigm of policy

STEAM; where A is All. Integrating STEM to non STEM, eg Arts, Humanities and other subjects (eg sports).

Pedagogies

• Problem based learning
• Inquiry based science education
• Content and language integrated learning

21st Century skills

• Critical thinking and research skills
• Creativity, imagination
• Planning
• . . .

The STEAM atlas: a joint initiative to mainstream steam education in europe

The SEER (Steam Education European Roadmap)

• https://files.eun.org/scientix/The_SEER_D4.1_The_new_Roadmap_idea.pdf
• Who will use the roadmap
  • Policymakers
  • School educational practioners and administrators
  • Teacher training institutions
  • Industry representatives
• Stakeholders
  • School leaders
  • Policymakers
  • Industries
  • Teacher training
  • Teacher

How can school and industries. . .

Areas: Steam practice, professional development, effective stem programs, teaching competetencies, involvement of industry, leadership, inclusion, funding, teaching resources.

Areas of investigation

• Evidence: What works in integrated stem education, and where
• Needs: What is needed in integrated
• Practice:

Discussion: Jan Lundell. LUMA-keskus.

• Teachers do not listen to the University people. They listen to other teachers.

SENSE.

Saeed Moghadam Saman, Senior Researcher in innovation policies and Lydia Schulze Heuling, professor for physics education, both Western Norway University of Applied Sciences (HVL), and Jonathan Hancock, science education, research assistant at Moray House School of Education and Sport, University of Edinburgh

Sense. project looks for STEAM education design principles. It aims to address the whole learning contonuum -- not just the school level. The target groups includes a manifold of stakeholders: policymakers, world of work, families, vulnerable social groups, . . . Builds on integration of human senses into the STEAM learning process.

4 key domains: Reflective feedback, Citizen science and Art practices, Learners Centerdness, Steam Inquiry.

STEM education as holistic and creative endeavor

• Shift of attention towards phenomena
• Build on co-creation and sensing
• Allow for artistic or creative translation processes
• Listen to the learner
• Responsive to space and place

Science knowledge is the supreme way of understanding and giving meaning to this world. Example: why the sky is blue.

• What happens where the rainbow touches earth?
• does the sky have an end?
• What does sky mean for me?
• Azure, indigo, pale blue, ash blue, Prussian blue, Yves Klein blue. . .

STEAM in the Garden Space

• Elective gardening froup at Seconday School involving 8 S1 students
• Bringing together home economics, Science, Arts
• Integrating different knowledges, skills, ways of being, doing and relating (also cooking, baking)
• Interests and experiences of students as starting point - inclusivity and equity.
• Sensory, experiential, embodied
  • Sensory, experiential, embodied experience developing connections across different knowledges
  • Affective and embodied encounters as catalyst for considering issues of environment and sustainability
• Soil painting: Agency and Arts.
• Community concerns, empowerment and activism
  • Tapping into place context and the concerns of the community -- critical interdisciplinarity of STEAM
  • How is the space valued? By the pupils, by the school, by the wider community. . .

Learning from the book but feeling from the hand.

RoadSteamer

Elena Silvestrini, Project Manager and research Associate, The Lisbon Council.

https://www.road-steamer.eu/

Aims to develop a STEAM roadmap for Science Education in Horizon Europe and in educationally policy across the continent.

• How to encourage more interest in STEM
• through the use of artistic approaches, involving creative thinking and applied arts.

Characterics criteria

• Creativity: A skill that is developed as a result os engaging in STEAM practices
• Collaboration: Mechanisms for facilitating it are: Engagement through acceptance, Role of technology, Game-based learning, Importance of communication, Connection to particular art forms, Connection with creativity.
• Disciplinary Interrelationships: Simple articulations: Freedom to move between mixed disciplines. Integration of the arts into curriculum. More complex articulation. New connection between subjects or skill areas. Interaction between disciplines, Students' ability to transfer knowledge between discipilines.
• Real world connection: Linked to: Problem solving, Authenticity, Purpose to disciplinary connections being made.
• Thinking - making - doing: Grounding students an active, constructive and critical role in their learning, and practice of critical making.
• Inclusion personalisation empowerment:

EQUITY as an underlying value of all STEAM practices.

Example: Laughing for change: Experiencing climate reality trhough stand-up comedy. https://www.the-next-step.eu/

Mapping and analyzing existing STEAM practices across Europe.

References

• https://www.scientix.eu/projects/steam-partnerships/the-seer
  • Publications https://www.scientix.eu/the-seer-publications
• Agenda https://files.eun.org/scientix/The_SEER_Seminar1_Feb24_draft_agenda_v04_final.pdf

QA

To what extent are teachers comfortable with collaborating with other teachers in implementing STEAM education?

How willing are teachers to engage with topics outside their primary area of expertise in the context of STEAM education?