STEAM approach at art lessons
DOI:
https://doi.org/10.32405/2308-8885-2023-4(110)-12-16Keywords:
STEM-education, STEAM-education, institutions of general secondary education, art lesson, students of grades 5-7, New Ukrainian school, methods of STEAM-education, construction of an educational technical toyAbstract
The article analyzes the peculiarities of implementing a new educational approach – STEAM education in the conditions of the educational process of institutions of general secondary education in the context of putting into practice the principles of the New Ukrainian School.
Scientific approaches to the definition of STEAM education, which includes art in STEM education as a complex combination of science, technology, engineering, and mathematics, are analyzed. The difference between STEAM education and STEM education and the increase and expansion of the latter's possibilities with the inclusion of the art component are highlighted. It is focused on six benefits of using art in STEM education (art is already a vital part of science, technology, engineering, and math; art makes STEM topics more engaging for students who do not really like science or math; doing hands-on projects and experiments related to the arts, strengthens students’ understanding of concepts; STEAM connects a students’ interests to the real world; art show students how to solve problems creatively and the meaning of their mistakes; art reduce the stress factor of STEM education and help raise more well-educated students) that caused the emergence of a new educational approach – STEAM education.
The peculiarities of implementing STEAM education in educational practice are revealed based on problem and project work with students, using open tasks to actualize knowledge from various disciplines, group interaction in solving them, and inductive research methods. The abovementioned points contribute to forming relevant competencies in the labor market: critical, engineering, and algorithmic thinking, information processing and data analysis skills, digital literacy, creative qualities and innovation, and communication.
Examples of how to use STEAM technology in art lessons in the context of studying various topics in grades 5-7 of the New Ukrainian School are given. The practical component of these lessons is singled out – the construction of educational, technical toys, which confirms the development of students’ subject competencies while mastering skills into practice in new conditions.
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