# data[].attributes.attachment_link.title
Agenda Seminarului  _Proiecte STEAM _ Pentru profesorii  de științe socio-umane din raionul Anenii Noi. 5 ianuarie 2024

# data[].attributes.attachment_link.title
Verde Play: Elevii din Moldova rezolvă problemele de mediu prin design-ul centrat pe om

# data[].attributes.attachment_link.description
În vara anului 2023, peste 113 școli din Moldova au făcut un pas curajos și responsabil, au aplicat pentru a face parte din ediția pilot Verde Play.

# data[].attributes.body
Proiectele STEAM (Știință, Tehnologie, Inginerie, Arte și Matematică) înseamnă încurajarea integrării acestor discipline într-un mod interdisciplinar. Pentru profesorii de istorie, acest lucru poate aduce o perspectivă inovatoare în predarea subiectelor istorice. Iată câteva exemple de proiecte STEAM pentru profesorii de istorie:

1. Reconstrucția istorică în 3D:

Studenții pot alege un eveniment istoric important și pot crea o reconstituire 3D a scenei folosind software de modelare tridimensională.

În acest proiect, elevii pot integra date istorice precise cu elemente de proiectare și programare.

2. Proiect de inginerie legat de istorie:

Alegeți o perioadă istorică și cereți elevilor să proiecteze și să construiască un obiect specific acelei epoci folosind materiale disponibile la acea vreme.

Aceasta poate implica, de exemplu, construirea unui model funcțional al unei arme antice sau a unui instrument tehnic specific unei anumite ere.

3. Dezvoltarea unei aplicații interactive de învățare a istoriei:

Elevii pot lucra în echipe pentru a dezvolta o aplicație mobilă sau web care să aducă istoria la viață prin intermediul tehnologiei interactive, precum jocuri, animații și resurse multimedia.

Aceasta poate fi o modalitate eficientă de a face subiectele istorice mai accesibile și atractive pentru elevi.

4. Muzeu virtual de istorie:

Elevii pot crea un muzeu virtual online care să expună diferite epoci istorice.

Fiecare elev poate contribui cu un "stand" sau o "expoziție" digitală care să includă informații istorice, artefacte virtuale, videoclipuri și alte resurse multimedia.

5. Dezvoltarea unei piese de teatru istorice interactive:

Studenții pot scrie și juca o piesă de teatru bazată pe un eveniment istoric.

Integrarea elementelor interactive, cum ar fi întrebări la care publicul trebuie să răspundă sau decizii pe care le pot lua, poate aduce o dimensiune suplimentară.

6. Analiza datelor istorice folosind instrumente digitale:

Elevii pot utiliza instrumente digitale pentru a analiza seturi de date istorice și a trage concluzii.

Aceasta poate implica, de exemplu, crearea de grafice sau hărți interactive pentru a ilustra schimbările demografice sau economice în timp.

7. Proiecte de restaurare virtuală:

Studenții pot alege un sit istoric sau un monument și pot crea o reconstituire virtuală a aspectului original folosind instrumente de modelare și grafică computerizată.

Aceste proiecte pot îmbina elemente de istorie cu tehnologie, artă și inginerie, oferind astfel studenților o perspectivă cuprinzătoare și captivantă asupra materiei istorice.

# data[].attributes.body
Proiectele STEAM (Știință, Tehnologie, Inginerie, Arte și Matematică) pot fi integrate cu ușurință în predarea geografiei pentru a oferi elevilor o perspectivă interdisciplinară și inovatoare asupra subiectului. Iată câteva exemple de proiecte STEAM pentru profesorii de geografie:

1. Hărți interactive online:

Elevii pot crea hărți interactive online care să includă informații geografice, statistici demografice și imagini relevante pentru o anumită regiune sau țară.

Utilizarea unor instrumente precum Google My Maps sau ArcGIS poate oferi elevilor posibilitatea de a explora și interacționa cu datele geografice.

2. Sistem de monitorizare a mediului înconjurător:

Studenții pot dezvolta un proiect care utilizează senzori și tehnologie IoT (Internet of Things) pentru a monitoriza calitatea aerului, nivelul apei sau alte aspecte ale mediului înconjurător într-o anumită locație geografică.

Acest proiect încurajează gândirea critică cu privire la impactul uman asupra mediului și la modurile de îmbunătățire a sustenabilității.

3. Model 3D al reliefului geografic:

Elevii pot crea modele 3D ale reliefului geografic al unei regiuni sau țări, folosind tehnici de modelare și imprimare 3D.

Acest proiect poate ajuta la înțelegerea tridimensională a caracteristicilor geografice și la explorarea relațiilor dintre relief și aspectele culturale sau economice ale unei regiuni.

4. Expediții virtuale în geografie:

Utilizând tehnologia VR (realitate virtuală) sau AR (realitate augmentată), elevii pot crea experiențe virtuale de explorare a diverselor locații geografice.

Aceste experiențe pot include informații istorice, culturale și geografice, oferind elevilor o modalitate captivantă de a învăța despre lumea înconjurătoare.

5. Analiza datelor meteorologice:

Studenții pot colecta și analiza date meteorologice folosind instrumente online sau senzori meteorologici.

Acest proiect poate implica interpretarea datelor pentru a identifica modele meteorologice și pentru a înțelege impactul schimbărilor climatice asupra unor regiuni specifice.

6. Design urban durabil:

Elevii pot dezvolta proiecte de design urban care să promoveze sustenabilitatea și planificarea inteligentă a spațiului.

Acest proiect poate implica crearea unui model virtual sau fizic al unui oraș sau a unei comunități, luând în considerare aspecte geografice, sociale și economice.

7. Jocuri geografice interactive:

Dezvoltarea unui joc interactiv care să implice cunoștințe geografice și să ofere o experiență distractivă și educativă.

Acest proiect poate fi realizat utilizând platforme de dezvoltare de jocuri sau chiar prin crearea unui joc de masă cu elemente geografice.

Aceste proiecte STEAM pot îmbogăți predarea geografiei prin integrarea unor abordări practice și interactive, oferind elevilor o înțelegere mai profundă și aplicată a subiectului.

# data[].attributes.attachment_link.title
Eratosthenes 2022 by Maia Porombrica on Genially

# data[].attributes.attachment_link.readable_text
You've probably heard of the acronym STEM. The term was introduced early in the 21st century as a way to refer to careers and/or curriculum centered around science, technology, engineering and mathematics -- the most rapidly growing industries in the U.S. economy. Then as the U.S. and companies continued to ramp up technological innovation, in order to remain competitive across the globe, the movement around integrating STEM into educational frameworks began to gain a lot of traction.

In a nutshell, people began to recognize that it was time to start preparing our youth, and our economy, for the future, by helping students of all ages develop the 21st century skills they will need to be successful, and to play an effective role, in the future workforce.

Fast forward several years, after STEM had become a buzzword in the world of education, and a new, very similar term emerged -- STEAM. The "A" in steam refers to arts. And this addition plays a critical role in how we need to be preparing our youth for the future.

To give you a better understanding of how STEAM came about and the importance of implementing a STEAM learning environment, let's take a look at what led to this movement, what the "A" brings to the table, and how educators and parents can implement this framework in ways that enhance our kids' continued educational and personal development.

STEAM is a progression of the original STEM acronym, plus one additional element: art. Why the change? The integration of the arts into STEM learning has allowed educators to expand the benefits of hands-on education and collaboration in a variety of was, promoting creativity and curiosity at the core. But before we get to that, let's first look at the evolution of STEM to STEAM.

The original push for the implementation of STEM curriculum stemmed (pun not intended) from a rise in related job opportunities in the American economy. In fact, according to the U. S. Department of Commerce, STEM occupations began growing at double the rate of all other occupations. Furthermore, people with STEM-related degrees were making higher incomes, even in non-STEM related careers. And as the economy continued to evolve, STEM workers have played a critical role in the sustained growth and stability of the U.S. economy - and have become a key component to helping a variety of industries win the future.

But in 2020, when it comes to arming our youth with effective creativity critical thinking skills, STEM is not enough. By adding in a focus on helping kids develop a creative mindset, and other related skills, educators can give our youth even more opportunities to be successful in real-world, professional settings and problem-solving situations.

Why Add Art to The STEM Framework?

A growing number of schools are now incorporating teaching methods that are more in line with STEAM education, as it has become clear that arts education makes learning more fun and keeps children more engaged.

"Incorporating the A in STEAM-art-brings in personal expression, empathy, meaning-making and the purpose of what you're learning," explains Dr. Kristin Cook, associate dean of Bellarmine's Annsley Frazier Thornton School of Education and longtime science educator. "It's the humanizing piece of transdisciplinary and interdisciplinary instruction."

In a report titled " How the ARTS Benefit Student Achievement," the National Assembly of State Arts Agencies points to data that shows the benefits of incorporating arts into a student's school day. Researchers found that students scored better on standardized tests when they were more active in the arts -- compared to those who were less active in the arts. Those same students reportedly also watched less TV, felt less bored in school and participated in more hours of community service.

The STEAM movement is not an attempt to take away from STEM or its subject areas, but instead, the idea is to enhance the framework by invoking a greater sense of creativity. In addition, one of the objectives behind this movement is to entice students who might not otherwise consider a STEM job to do just that -- by adding a focus on the arts and integrating all five disciplines in a creative way. It makes kids more well-rounded and opens them up to a vast number of new opportunities.

The idea is to teach kids that they don't have to be only analytical or only creative -- they can be both. To be successful both now and down the road, one must be both an analytical thinker and a creative thinker. STEAM shows kids they don't have to pick one side of their brain over the other, but they can use both to solve almost any problem they face.

# data[].attributes.attachment_link.title
The History and Importance of STEAM Education - STE(A)M Truck

# data[].attributes.attachment_link.description
The idea behind STEAM education is to teach kids that they don't have to be only analytical or only creative -- they can be both. To be successful both now and down the road, one must be both an analytical thinker and a creative thinker.

# data[].attributes.attachment_link.title
Combining History and STEAM - Why and How? A Concrete Example - Logopsycom

# data[].attributes.attachment_link.description
Nowadays, History, Science and Math classes are still taught in a very compartmentalised way. Each teacher focuses mostly on their own field without making links with others very often. Both in the classroom and in general society's mind, History and scientific subjects are pretty much opposed to one another. Some...

# data[].attributes.attachment_link.readable_text
The intersection of science, technology, engineering, the arts and mathematics is all around us. In fact, many inventions and discoveries that have made our everyday lives easier were because STEAM, the purposeful application of science, technology, engineering, the arts and math, was applied in some way.

While STEM and STEAM learning seem like more of a recent phenomenon, this cross-disciplinary approach has been around for centuries and its successful implementation by many inventors underpins the fundamental importance of teaching for understanding. This teaching approach can allow learners to combine multiple subjects in a curriculum to a powerful effect.

One of the best parts about STEAM is that art is often produced either directly or indirectly in the process by the creator. This week, we've rounded up five fascinating historical figures who seamlessly brought together science, technology and the arts to advance their studies, develop designs and mold masterpieces.

Whether you firmly believe you fall into just one of the letters of the STEAM camp, these luminaries will show you that STEAM is at the heart of many fundamental acts of discovery and serves as the combination of previously unrelated structures - science, technology, engineering and mathematics, and that they can come into full creative force when joining forces.
"I was interested in making a different kind of instrument. And I wanted, of course, to make an apparatus that would be controlled in space, exploiting electrical fields, and that would use little energy. Therefore I used electronic technology to create a musical instrument that would provide greater resources."
Léon Theremin (1896 - 1993) was a scientist, inventor and musician. His STEAM claim-to-fame comes from the invention of the etherophone, which was later renamed the theremin after himself as the creator. The theremin was an incredible instrument that defied logic to the public at the time, as it contained no strings to pluck, no keys to play and emitted sound only by the gestures of the musician's hands.
The Theremin: How It Works
The theremin worked as a beautiful combination of music, science and technology: a box containing radio tubes that emit frequencies and two antenna that serve as capacitors, or plates, to control pitch and volume. A Thereminist acts as a circuit for the Theremin. The players feet as the ground, and each hand goes on an antennae. As each hand is moved farther from an antenna, the plates detect a variable change in the circuit and the pitch or volume varies in frequency and thus changes the output.
The Theremin: How Music Intersects With Physics and Engineering
Over the years, the Theremin is still considered a niche instrument, but artists still use it to this day in performances and the instrument has even made appearances in mainstream media, such as the television show The Big Bang Theory. Theremin's work is a classic example of how music can intersect with physics and engineering and bring beautiful results. If you're looking to see a theremin played within an orchestra, click here. Or, click here for a more modern musical application. To learn more about how the theremin works, click here.

"Art and nature shall always be wrestling until they eventually conquer one another so that the victory is the same stroke and line: that which is conquered, conquers at the same time."
Maria Sibylla Merian (1647 - 1717) was a scientific illustrator and naturalist who made profound impacts to science due to her STEAM creations. The daughter of an engraver and artist, she began at a young age becoming captivated with nature, collecting insects and illustrating their life cycles. Caterpillars were of particular interest to her, and she documented how they reproduced and underwent metamorphosis to become butterflies.
Why Maria's Work Was Important For Science
At this time in history, this was significant - the general consensus was that insects spontaneously generated from dirt and mud and did not derive from eggs according to the works of Aristotle. Her scientific works of art helped depict that insects do, in fact, hatch from eggs and undergo significant changes within their life as they age. Because of this, she is credited with helping make some of the first and most significant discoveries in the field of entomology.

As she published more projects, her work took her all over the world, and her scientific depictions also led her to discover brand new species that hadn't been identified before. These species could now be referenced through her art by the rest of the scientific community.

For Merian, this truly was a passion that she carried with her from childhood. Merian's work is a classic example of STEAM because it intersects biology and art. To learn more about Merian's accomplishments, click here.

"Design is not just what it looks like and feels like. Design is how it works."
Steve Jobs (1955 - 2011) is a household name for Apple products such as Mac computers, the iPod and the iPhone. But what few people may know is that one of the major STEAM contributions that came directly from the mind of Jobs is the invention of unique fonts for computers - a brilliant inclusion of art into technology.
Why Steve's Work Was Important for The Art in 'STEAM'
Up until this time, computers only displayed text in a "typewriter-like" text when output on the screen. Jobs had a different goal in mind: to bring typography to the computer terminal. Having been inspired by taking a calligraphy class of his own while bored in college, he worked with his designers to come up with a variety of font options that users could choose from when generating text documents of their own.

However, these fonts had to work within the limitations of computers at the time, as kerning and spacing were not adjusted based on letter sizes. Jobs was incredibly picky about his designs, and he went back for multiple revisions until he was satisfied with what he deemed perfection for the end results.

This was an incredible innovation at the time, and it would directly impact what people could create both in their businesses and at home using their personal computers.
The Impact of Custom Fonts on Art, Science and Technology
Over the years, using custom fonts has become a norm when creating digital documents, especially for graphic designers, marketers or publishers. Without this innovation that mixes the arts and science, modern technology would not have brought us the designed interface that we're reading upon today. To learn more about Job's accomplishments, click here.
"An inexplicable fact is infinitely preferable to an incomprehensible mystery."
Frederick Soddy (1877 - 1956) was a radiochemist who is best known for his work on Atomic Theory that later won him a Nobel Prize. But one of the most interesting things that Soddy contributed to the community was a mathematical work of poetry when he rediscovered Descartes' theory.

Descartes' theorem states that for every four kissing circles, the radii of the circles satisfy a certain quadratic equation. The theory essentially explains that when this quadratic equation is utilized, another fourth circle can sit perfectly inside or around the other three touching circles.
How Soddy Used the Arts to Explain His STEAM Approach
When Soddy rediscovered this theorem, he was joyous. Instead of simply announcing his findings to the mathematical community, he decided to take a more STEAM-based approach. Soddy decided to publish his work in the form of poetry in 1936's scientific journal Nature. The poem starts:
"For pairs of lips to kiss maybe Involves no trigonometry. This not so when four circles kiss Each one the other three. To bring this off the four must be As three in one or one in three. If one in three, beyond a doubt Each gets three kisses from without. If three in one, then is that one Thrice kissed internally."
A perfect blend between literary art and geometry, Soddy took to STEAM to prove the theorem to the mathematical community. It may be surprising, but Soddy is not the first to use poetry as a form of expression for mathematical theorems and algorithms. To learn more about poetry inspired by mathematics, click here.
"A piece of wall can be visually disintegrated from the whole into a separate triangle by plunging a diagonal of light from edge to edge on the wall; that is, side to floor, for instance."
Dan Flavin (1933 - 1996) was a minimalist artist who pushed the contemporary boundaries of galleries and exhibits with the use of commercial fluorescent light fixtures and open, available urban space.
How Fluorescent Lights Beautifully Combine Art and Science
Fluorescent lights are created by mixing mercury vapor and argon gases within a glass tube. When lit, these gases emit ultraviolet light, and the phosphorescent compounds coated inside of the glass tube glow. What's unique about these ultraviolet rays is the way they interact with other colors, particularly primary colors. Other colors contain phosphors and play off the ultraviolet light in fluorescent bulbs, and Flavin used these in his exhibits to create intriguing results.

Modern LED-light technology allows us to pick various shades of light from a single bulb, but Flavin's restricted his fluorescent lights to just red, blue, green, pink, yellow, ultraviolet, and four different whites and picked dimly lit spaces that allowed the shades to play off each other, create unique hues and ultimate form what he called "barriers", "corridors" and "corner pieces". Flavin's art often crossed into the realm of architecture, as it often decorated or enhanced the building structure he used as a gallery.

Flavin eventually went on to create large-scale pieces of art that were incorporated into buildings, truly solidifying his bridge into architectural art. A stunning composition of art, architecture and science, Flavin's work continues to be an inspiration to this day. To learn more about Flavin's work, click here.

More Resources for STEAM Education

Feeling inspired by these incredible STEAM talents yet? When you stop and think about it, many of the world's greatest works of art and technological advancements often intersect, and history proves this. Conveying the importance of understanding that science, math and technology go hand-in-hand with the arts is of utmost importance to our students.

Can you name other historical figures that also have roots in STEAM? Share it with us in the comments below, and then make sure to share it with your students!

Looking for more resources on all things STEAM? Check out our:

# data[].attributes.attachment_link.title
5 Truly Inspiring STEAM Figures from History | SAM Labs

# data[].attributes.attachment_link.description
STEAM is at the heart of many fundamental acts of discovery, learn more about these impressive, inspiring STEAM luminaries from throughout history!

# data[].attributes.attachment_link.readable_text
Wikipedia defines mathematics as "the study of quantity, structure, space and change." With a definition like that, it's easy to see why math is often called "the language of science." Math is essential for analyzing and communicating scientific results, and for stating scientific theories in a way that is clear, succinct, and testable.

Explore Our Science Videos

# data[].attributes.attachment_link.title
Pure Mathematics STEM Activities for Kids

# data[].attributes.attachment_link.description
Wikipedia defines mathematics as "the study of quantity, structure, space and change." With a definition like that, it's easy to see why math is often called "the language of science." Math is essential for analyzing and communicating scientific results, and for stating scientific theories in a way that is clear, succinct, and testable.

# data[].attributes.attachment_link.readable_text
The interaction of history and STEM learning goals in teacher-developed curriculum materials: opportunities and challenges for STEAM education

Abstract

Although the integration of subjects in the curriculum has been advocated in recent years, there exist limited opportunities for teachers of different subjects to implement integrated curricula in schools collaboratively. In this paper, we consider history as a humanities subject that could be integrated with STEM and explore the diverse history-related learning goals found in teacher-developed STEAM curriculum materials. Using integrated STEAM curricula developed by 13 cross-subject teacher teams in Korea, we analyze the presentation of history-related learning goals in the curricula and report several patterns identified across the curricula. First, the majority of the curricula aimed for the learners to identify themselves in their regional and national histories, but other levels of identification were also aimed for. Second, all the curricula included goals related to historical analysis skills, which were sometimes integrated with scientific inquiry skills. Third, we found several goals related to eliciting students' moral response to history, particularly when the curriculum topic concerned issues at the national level. Fourth, the integration of subjects allowed for exhibiting learners' historical understanding through various activities and in explanatory, persuasive, and imaginative manners. Overall, the analysis pointed to several ways in which the goals of history learning can interact with those of STEM learning, which can be useful for future research and practice in integrated curriculum. We discuss some potential challenges of integrating history with STEM, such as issues that can arise from the use of the "nation" as a context for STEAM learning.

Similar content being viewed by others

Article Open access

Kamal Prasad Koirala & NabaRaj Neupane

Introduction

As highlighted by recent educational reform and vision documents (NGSS Lead States, 2013; OECD, 2020), the need for interdisciplinary approaches in STEM education is increasingly recognized among educational researchers. Broggy et al. ( 2017) suggested that interdisciplinary teaching is inherently student centered and can positively influence students' achievement and interest in STEM subjects by highlighting the relevance of STEM to students' lives. Such attention to integrated curriculum has been in part motivated by the complex socioscientific issues that humanity has been faced with in recent decades, such as climate change, infectious diseases, and environmental disasters, which necessitates a holistic consideration from not only STEM but also political, ethical, and social perspectives. Having balanced views and making informed decisions about such issues are core capabilities that students need to cultivate as responsible citizens (Zeidler, 2014). More recently, STEAM education, with the addition of the arts to STEM subjects, has emerged as a new approach to improve students' creative thinking skills, engagement, innovation, and problem-solving skills and other cognitive benefits (Colucci-Gray et al., 2017; Quigley et al., 2017).

Curriculum integration is aimed towards making the curriculum more relevant to real-life experiences and issues "with less concern for delineating disciplinary boundaries around kinds of learning." (Gehrke, 1998, p. 248) Although efforts have been made to support individual teachers to integrate subjects in their classroom practices (e.g., Quigley & Herro, 2016), there is currently little empirical research on collaborations of teachers across different subjects, which can be because such cross-subject collaboration does not frequently happen in schools (Johnson, 2003), particularly among subjects that are traditionally considered disparate as in the case of STEM and history. Research has indicated that there is not much space for communication between teachers of different subjects due to school structures (Al Salami et al., 2017; Lesseig et al., 2016). To understand the affordances and potential challenges of cross-curricular curriculum integration, it is crucial to examine how subjects can be integrated in the curriculum and for what educational purposes. For example, what are some ways STEM subjects and arts/humanities subjects can mutually enrich each other? What goals of arts and humanities subjects can be supported by infusing STEM subjects in the curriculum, and vice versa? What are the potential benefits of integrating STEM and arts/humanities subjects in the curriculum compared to addressing them separately?

In this study, we address these questions by looking into curriculum materials developed by teacher teams, each consisting of teachers from multiple school subjects. Our particular interest is in the use of history in STEAM curricula, given the nature of history as an effort to make sense of people, ideas, events, and places of the past and explain the unfolding of change (Maza, 2017). All human activity, including the practices of STEM, is historically and culturally situated (Medin & Bang, 2014). Not only is understanding the history of ideas and concepts crucial in deep learning in STEM, but the learning of history can be enriched by considering the context of STEM in each historical period. For example, a nuanced understanding of Newtonian mechanics would entail a grasp of how knowledge of mechanics has evolved since Aristotle's and Descartes' time, since this historical background provides the context necessary for appreciating the innovations in Newton's work. Likewise, for a high level of understanding of the Renaissance, some knowledge of Copernican and Newtonian science would be indispensable, considering the crucial role of modern scientific discoveries and ways of thinking in characterizing the period. Similarly, learning about the mathematical techniques described in ancient Chinese books can both enhance students' mathematical understandings and broaden their historical knowledge (Park & Song, 2021). These examples are suggestive of the benefits of integrating history and STEM subjects in facilitating students' rich understanding of subject knowledge. Further examples showing the benefits of the integration will be presented and discussed later in this paper.

To consider how these benefits can unfold in integrated curricula, we focus on the learning goals presented in the cross-subject STEAM curricula developed by teacher teams. Given the centrality of learning goals in instructional practice (Anderson & Krathwohl, 2001), the focus on learning goals will allow exploring the possible roles that history can play in facilitating STEAM learning. This way, the findings will shed light on future research and practice in both STEM education and history (and broader arts and humanities) education. To this aim, our research question was: What history-related learning goals are presented in the STEAM curricula developed by cross-subject teams of high school teachers?

Literature review

Curriculum integration and STEAM

During the past decades, increasing attention to the role of interdisciplinarity in knowledge production (Cartwright, 1999) has inspired educators to address curriculum topics from more than one disciplinary perspective to enrich student learning (Drake & Burns, 2004). Integrated curriculum has been advocated on the grounds that real-life, complex problems cannot often be resolved by approaches based on a single discipline (Eurydice, 2011). After the early ideas on bringing different school subjects together in the late 1980s and early 1990s (Drake, 2007), there has been a recent resurgence of interest in the integrated and interdisciplinary curriculum in parallel with the focus on 21st-century skills and creativity (Drake & Reid, 2018; Henriksen et al., 2016). According to Beane ( 1997), curriculum integration can be characterized in broadly four terms: (a) organization of the curriculum around real-world issues and problems relevant to students; (b) planning of learning experiences to integrate pertinent subject knowledge; (c) use of knowledge to address the central issue rather than learning in subjects; and (d) application of knowledge through substantive problem-solving activities and projects. Although the interest in integrated curriculum waned in some countries with the increasing accountability pressure (Marsh & Willis, 2007), it has exerted sustained influence on policies in East Asian countries such as Singapore (Lam et al., 2013) and particularly Korea, where the government has provided a significant amount of funding to promote STEAM curriculum and professional development of teachers (Hong, 2017).

In recent years, STEAM, with "arts" added to STEM, has drawn much attention from educators as a useful approach to curriculum integration (De la Garza & Travis, 2019; Khine & Areepattamannil, 2018). As Peppler and Wohlwend ( 2018) stated, "The promise of STEAM approaches is that, by coupling STEM and the arts, new understandings and artifacts emerge that transcend either discipline" (p. 88). Among the components of STEAM, the meaning and scope of the "A" have been problematized by several authors (Colucci-Gray et al., 2019; Erduran, Guilfoyle & Park, in press). Following Ge et al. ( 2015), we consider STEAM as a broad concept that encompasses liberal arts, social studies, and humanities. Given this background, it can be said that current literature in STEAM education is mostly concentrated on the integration of "narrow arts" (i.e., visual and performing arts), while the broader humanities subjects such as history are underrepresented. In this view, considering the benefits of integrating humanities subjects into STEM becomes an important task (Spector, 2015).

History and STEM learning

The educational value of history has not only been recognized within humanities and social studies education but also in the context of STEM education. One prominent approach to the integration of STEM and history is through the use of the history of science and technology. For example, science educators have long been keen on infusing history of science in school science. Matthews ( 2014) suggested that including a historical component in science teaching can promote conceptual understanding of science, understand the nature of science, and make science less abstract and more engaging. Moreover, he noted the potential of history for "connections to be made within topics and disciplines of science, as well as with other academic disciplines; history displays the integrative and interdependent nature of human achievements." (p. 107) Matthews uses the example of Galileo's physics to demonstrate the interrelation of school subjects in the history of science: Galileo's theory was based on Euclidean geometry, technological advances such as lens grinding and the telescope, his theological views that freed him to investigate the phenomenon in the heavens as well as on the earth, and patronage, commerce and other social factors (Matthews, 2014).

History of science is also commonly used to teach the nature of science such as the epistemic and social aspects of science (Allchin et al., 2014). To this end, science educators often use specific episodes in the history of science to facilitate science learning (Allchin et al., 1999; Matthews, 2005; Vilani & Arruda, 1998). Similar efforts have also been made in mathematics (Fauvel, 1991; Fried, 2014; Furinghetti et al., 2012) and technology (Hallstrom & Gyberg, 2009; Lee, 2018) education. Besides using history for conceptual learning in STEM, some authors have used historical figures in science to cultivate students' interest in and attitudes towards science. Hadzigeorgiou et al. ( 2012) used the story of Nikola Tesla who popularized alternating current after a long 'war of the currents'. They found that reading and reflecting on the story can have a positive impact on students' conceptual understanding of alternating current and helped them develop ideas in the human aspects of science, heroic qualities, the limits of human experience, a sense of wonder, and challenges to conventions.

More recently, history of science has been also advocated for decolonizing the science curriculum by challenging the Eurocentric conception of science and instead highlighting the contributions of non-European traditions in the formation of modern science (Gandolfi, 2021; Park & Song, 2021). Gandolfi ( 2021) utilized the concept of global history of science to develop and implement lessons highlighting the significant role of intercultural exchanges in shaping scientific knowledge. These examples show that the intersection of STEM and history can not only serve as a fruitful source of deeper learning in both domains but also contribute to the broader goal of social justice in education (Yacoubian & Hansson, 2020). Despite these benefits, however, several authors have cautioned against the 'biased' uses of history in STEM education. For example, Allchin ( 2000) claimed that selective history can convey misleading images about science and scientists such as the simplistic idea that scientific investigations follow a linear, 'cookbook' process, which leads to obscuring the social dimension of scientific practice.

Theoretical framework: Four fundamental purposes of history learning

To understand how the purposes of history learning can manifest in STEAM curricula, we use the four purposes of history education proposed by Barton and Levstik ( 2004) as a theoretical lens. In their framework, it is asserted that the central goal of history learning is cultivating democratic citizenship and the common good rather than imparting mimicry of academic history (Barton & Levstik, 2004). Given that STEAM similarly aims to embrace social inclusion, community participation and sustainability issues through the inclusion of arts (Colucci-Gray et al., 2019), Barton and Levstik's approach can be useful for exploring a synergistic relationship between history and other disciplines that constitute STEAM. Based on the democratic conception of history education, its four purposes were accordingly suggested-identification, analysis, moral response, and exhibition (Barton & Levstik, 2004).

Identification

Through learning history, students are expected to build connections between themselves and the events and people in the past (Barton & Levstik, 2004), which makes several types of identification particularly important. First, identification can occur within the context of personal and family history. According to Barton and Levstik ( 2004), however, the most prominent mode of identification is to identify oneself as a member of a nation as "imagined political communities" (Anderson, 1983; Bell, 2003; Yuen & Byram, 2007). Considering that democratic participation necessitates individuals' attachment to their country, national identification is central to establishing "the state's continued legitimacy and for our own sense of political belonging." (p. 59) However, they also point out the downside of emphasizing identification. When we link ourselves to one family, community or nation, Barton and Levstik argue, it often leads to cutting ourselves off from others who do not belong to the same group. Also, there is the danger of regarding one's own group and country as morally superior and inherently good compared to others, which is found in approaches to history education as a means to inculcate patriotism in young people (Barton & Levstik, 2004). Identification goals are not often found in the science curriculum, which may be due to the universality of scientific knowledge that prevailed science education for a long time (Cobern & Loving, 2001). However, recent studies focusing on culturally relevant science teaching shed light on the issue of identification in the context of science and STEM education. For example, Park and Song ( 2021) taught East Asian traditional science to Korean preservice science teachers and investigated how they negotiated their identities as a science teacher and East Asian person while learning about "our science" and "our history," pointing to the potential role of identification and multiple identities in STEM education.

Analysis

The cultivation of students' analytical skills in history has been advocated by historians and educators across different education systems (Rouet et al., 1996; Spoehr & Spoehr, 1994; van Drie & van Boxtel, 2008). Historical analysis involves the consideration of developmental trends, argumentative structures, and causal patterns in history (Barton & Levstik, 2004). This stance highlights learning about how historical research is conducted by asking questions, collecting resources and artifacts, and analyzing them to construct knowledge about the past. By engaging in historical analysis and inquiry, students are expected to grasp how the decisions of the past have shaped current status and what lessons can be learned from history (Barton & Levstik, 2004). This analytic goal of history learning is frequently presented as a core element of contemporary history curricula (De Groot-Reuvekamp et al., 2014) and broadly aligns with the growing attention to historical literacy, historical thinking and historical reasoning (Kuhn et al., 1994; Lee, 2007; van Drie & van Boxtel, 2008). Historical analysis consists of a grasp of historical knowledge (e.g., historical significance, periodization, narrative, historical information), evaluation of evidence (e.g., sourcing, corroboration, contextualization), and use of evidence (e.g., claims, evidence, coherence) (Breakstone, 2014). In science and STEM education research, there has been sustained research interest in teaching scientific argumentation, or the justification of claims based on evidence and reasoning (Erduran & Jiménez-Aleixandre, 2007), which can be meaningfully linked to historical analysis. The similarities between scientific and historical argumentation aligns with the view of some analytic philosophers who emphasized the empirical and scientific status of historical knowledge (Hempel, 1942; Nagel, 1961). Hence, the analytic goal of history can be useful for connecting STEM and history in the curriculum.

Moral response

Another important goal of history learning is to call up moral responses to historical events and people (Barton & Levstik, 2004). We admire, condemn, remember and forget people based on the standards of right or wrong, evaluate what should and should not happen, which is essential for making decisions in participatory democracy (Barton & Levstik, 2004). Such moralizing function of history learning is often associated with the use of heroes. By referring to a historical figure as a hero, they represent how people should be (Barton & Levstik, 2004). At the same time, Barton and Levstik caution against idolizing historical figures and suggests that we stay open to heroes' flaws as well as their achievements. This way, they suggest that the focus should be more on heroic acts than heroes themselves (Barotn & Levstik, 2004). Another frequent moralizing goal presented in history curricula is patriotism, although the legitimacy of such a goal has been debated (Carretero, 2011; Merry, 2009). Merry ( 2009) asserted that an overemphasis on the affinity to one's nation and homeland might lead to a myopic understanding of history and a sense of superiority relative to other nations and cultures. These goals are closely related to the arguments for moral development through STEM education, particularly by engaging in socioscientific issues, which often poses moral and ethical dilemmas (Sadler, 2004). Zeidler and Keefer ( 2003) argued that at the heard of socioscientific issues education is "the consideration of ethical issues and construction of moral judgments about scientific topics via social interaction and discourse" (p. 8). In this regard, the incorporation of history in STEAM education can offer a useful way to investigate not only the technical aspects of real-world issues but consider them more holistically along with the moral and ethical aspects.

Exhibition

By teaching history, we expect students to be able to display their historical knowledge and skills in their interactions with other people in society. When students display their understandings of history to peers or acquire their historical knowledge from another person's display through books, movies, museum visits, artworks, or casual interactions, these activities involve some form of exhibition in service of others. Barton and Levstik ( 2004) consider exhibition as an essential function of history learning because it is most likely to contribute to participatory democracy and. In the classroom, students can express their historical knowledge through creating posters, videos, and plays and use them to display their understandings for peers as well as others inside and outside the school (Barton & Lesvstik, 2004). To do this, they note, considering the needs and interests of the prospective audience is of crucial importance. Given the focus of STEAM on promoting creativity by incorporating arts and helping children express their STEM learning (Bequette & Bequette, 2012; Sharapan, 2012), the exhibitive goal of history has potential to benefit from integration with STEM subjects.

Summary

The literature review and the theoretical framework suggest that history and STEM have several overlapping goals which can be further developed through the lens of STEAM. The intersection of history and STEM, however, have been investigated mainly in the context of using history of science in science education, whereas the affordances of integrations in the broader context of STEAM have yet to be explored. Meanwhile, the four purposes of history learning as conceptualized by Barton and Levstik ( 2004) help to consider how STEM and history can enrich each other to facilitate transdisciplinary learning. From the literature, we can identify potentially fruitful ways in which the four purposes of history learning can overlap and interact with research areas in STEM education (e.g., culturally relevant science education, scientific argumentation, socioscientific issues and creativity).

Methods

Context and sample selection

STEAM lesson materials were identified and collected from the Korea Foundation for the Advancement of Science and Creativity's (KOFAC) STEAM website ( https://steam.kofac.re.kr/). KOFAC is a quasi-governmental, non-profit organization that aims to "promote a culture that champions science and create an educational system that cultivates creative talents" (KOFAC, n.d.). As part of its initiative to promote STEAM in schools, KOFAC has funded interdisciplinary teacher teams at Korean elementary, middle, and high schools for developing and implementing STEAM curricula since 2011. Each teacher team designed a STEAM curriculum around a specific interdisciplinary topic of their choice, which was then implemented with students and publicized on the website. For the present study, a subset of the lesson plans was used for analysis following a selection process. First, given our focus on the role of history, we selected the curricula where history was included as a constituent subject either by including at least one history teacher in the team and/or explicitly referring to learning goals in history. Second, considering that the structure of the lesson plans varied depending on the year they were developed, we focused on the curricula developed during 2018-2019 to ensure consistency in the structure of the lesson materials. Third, we only included STEAM curricula for high school students to focus on the integration of STEAM at the upper secondary level. It should be noted that these curriculum documents were developed by teachers participating in a KOFAC grant scheme and therefore are not representative of the involved schools' or teachers' educational practices in general, although we refer to each curriculum as "School X's curriculum" for simplicity of presentation.

From 460 high school STEAM curriculum materials published on the STEAM website during the 2 years, 18 were identified as inclusive of history. After the initial screening, we excluded five curricula where the inclusion of history was superficial (i.e., no history-related learning goals were made explicit) or the data was incomplete (i.e., the lesson plan was not sufficiently detailed for analysis). Applying these selection criteria yielded 13 curricula (each developed by a unique teacher team) that amounted to STEAM lesson plans for 133 h of lessons. Figure 1 describes the locations of the 13 schools, each of which a teacher team developed one STEAM curriculum. As seen in the map, the schools were located across South Korea in both urban and rural regions. Each team's curriculum material was provided in one PDF file that collated the background, curriculum design process, lesson plan, student data from classroom implementation, and teacher reflections and suggestions. Our primary interest was the STEAM lesson plan, and other sections in the documents were used to supplement and nuance the lesson plan data. The length of the documents spanned between 17 to 114 pages, and a total of 649 pages of documents were subjected to content analysis. Table 1 includes information about (a) how many of the 13 teams included teachers of each subject (e.g., All 13 teams included at least one science teacher in the team) and (b) the number of teachers of each subject across all 13 teams.

Data analysis

To understand to what extent and how history-related learning goals were presented in the STEAM curricula, we coded each of the 13 curriculum materials qualitatively and then analyzed them collectively using the constant comparison method to identify patterns in the data (Taylor & Bogdan, 1998). This way, the study was designed as a single case study with 13 embedded units to understand how the history-related goals unfold in the STEAM curriculum documents. Specifically, the embedded units were the teacher teams and the single case in focus was the KOFAC funded high school Korean teachers 2018-2019 cohort that used history integration in the STEAM curriculum.

Drawing on Barton and Levstik's ( 2004) four purposes of history learning, we used both literature-driven and empirically emergent codes. The unit of analysis was a statement in the documents where the learning goal of the whole curriculum or individual lessons was expressed. To ensure the validity and reliability of the analysis, two authors independently read through each curriculum and coded segments relevant to the research question. Each occurrence of learning goals related to history was coded into one of the four categories (identification, analysis, moral response, and exhibition) as well as descriptive codes that capture the specific nuance in which history is used in the curriculum. For example, the statement that "From a historical point of view, solutions to the problems that the humans living in the present are faced with can be found in history" found in School B's curriculum was coded as "analytical" (theory-driven code) and "learning from the past" (inductive code). This coding process allowed constructing subcategories within each of the four purposes being developed. The two coders then met three times to discuss any ambiguities in coding to refine coding criteria and reach an agreement. Once the coding was completed, the 13 cases were then compared to develop descriptive themes. This comparison involved examining the frequency of categories and codes presented in the curricula and identifying qualitative patterns by comparing, contrasting and clustering different cases (Yin, 2017). Since the analyzed documents included not only the lesson plans but also instructional materials (e.g., PowerPoint slides, worksheets), teacher materials, assessment criteria, and teachers' reflections, these additional information was used to supplement the analysis and ensure trustworthiness of interpretation. For example, the instructions in teacher materials often allowed for a clear understanding of the curriculum goals in the lesson plans.

Findings

Table 2 summarizes the content of the 13 STEAM curricula developed by teacher teams. The qualitative analysis led to characterizing the types of history-related learning goals and how they are presented in relation to STEM. In the following, we illustrate our findings with respect to the four purposes of history learning, with illustrative examples.

Overall, our findings point to several major ways in which the goals of history learning can interact with those of STEM learning. In the meantime, there were several discernible patterns in the use of history in STEAM curricula that emerged from the analysis. First, the majority of curricula aimed for identification between the learner and their regional and national histories. Second, all curricula included goals related to historical analysis skills, sometimes integrated with scientific inquiry. Third, the STEAM curricula were aimed at eliciting students' moral response to history, particularly when the main content relates to issues at the national level. Fourth, the integration of subjects provided opportunities for exhibiting learners' historical understanding through various activities and in various representational formats.

Identification goals

Learning goals related to identifying oneself with their personal history, history of their community and nation was found in ten curricula (Table 3). Among the ten curricula where identification goals were present, seven (70%) of these curricula were focused on community (i.e., district, city, province) and nation-level identification, which resonates with place-based learning STEM education, characterized as "a situated, context-rich, transdisciplinary teaching and learning modality distinguished by its unequivocal relationship to place, which is any locality that people have imbued with meanings and personal attachments through actual or vicarious experiences" (Semken et al., 2017, p. 542). Besides, identification as a curriculum goal appeared only when the main topic of the curriculum covered areas equivalent to or smaller than a nation; for curricula focused on an topics that exceed Korean or East Asian boundaries (e.g., history of diseases, the scientific revolution, history of weapons), identification was not targeted as a goal. For example, School H used the topic of the scientific revolution in Europe, a historical event with little relevance to Korean high school students' identity, from which no identification goals were found. The only exception to this was School E's curriculum that used the Big History approach, as detailed below.

Identification with personal and community histories

The goal of identification with personal history was found in School G's curriculum, where students were asked to "discuss the changes in one's living space, how these changes impacted them, and how it relates to the advancement of science," representing the identification of one's present self and personal history. The community-level identification was found in three curricula, particularly when the theme of the curriculum concerned a historical site within the region. For example, a central topic of School F was Suwon Hwaseong Fortress located near the school, with a consideration that the fortress would be "accessible for students." Within such a regional context, the curriculum explored not only the cultural and political aspects related to the fortress but also the mathematical and engineering principles that helped to build the fortress in the late nineteenth century. Similarly, School J's curriculum was contextualized within Mireuksa site and Mireuksaji Stone Pagoda (the largest Buddhist temple in the ancient Korean kingdom of Baekje) in the region. The curriculum was aimed at understanding the historical and scientific backgrounds of Mireuksa and "discuss the value of Mireuksa in our region." This statement reflects the team's intention to promote students' regional identity which is distinguished from personal or national identity.

Identification with national history

Among the 13 developed curricula, four featured this level of identification by facilitating the connection between the learner and Korean history. Such goals were made apparent by using expressions such as "our," "ancestors," and "forefathers" in the learning goals. Referring to the learning goal of "recognizing the past in relation to the present," School I designed an activity where students investigate historical records of earthquakes in the Korean peninsula and the technologies that ancestors used to build earthquake-resistant buildings. From this activity, the lesson goal was to "understand the wisdom of ancestors and consider the technologies needed for safe Korea." Similarly, School M used a case study of Tripitaka Koreana (wooden printing blocks from the thirteenth century) from scientific, geographical and historical viewpoints, with the aim to "understand the excellence of science and technology that ancestors achieved" and to "succeed and further develop such an outstanding tradition and have pride in it." Common to these two curricula was that they both presented the aim of cultivating the learner's national identity by appreciating the excellence of science and technology that our national ancestors possessed.

The other two curricula with national identification goals featured the Liancourt Rocks dispute (a territorial dispute between South Korea and Japan) as the overarching topic of the curriculum. School C and School K's STEAM curricula focused on examining the historical evidence supporting South Korea's sovereignty of the islands (referred to as Dokdo in South Korea), and appreciating the geopolitical and scientific value of Dokdo. By "understanding the meaning of territory" and "seeking ways to promote our sovereignty of Dokdo," the curriculum ultimately aimed to "cultivate an appropriate view of history and a sense of sovereignty." These two examples suggest that STEAM curricula focused on disputed territories, by distinguishing "us" and "them," can be used as a powerful tool to encourage individuals to build their identity within the context of national history.

Identification with units larger than nations

Interestingly, two more levels of identification-besides the personal, community and national-level identification proposed by Barton and Levstik ( 2004)-were found in the curricula. In School A's case, the main topic of the curriculum was Chinese mythology classics such as Classics of Mountains and Seas, Verses of Chu, and Huainanzi. Based on the reading of these mythologies that were grounded on ancient Chinese cosmology, the curriculum goal was to "reflect on one's identity and set one's life goals" through the examination of ancient East Asian mythologies. In particular, the curriculum linked the mythologies to the learning of astronomy, particularly understanding the constellations and celestial motions observed in different regions. It stated that "our youths' habits of reading are biased towards Western mythologies such as those of Greece and Rome" to argue for attention to "Eastern" mythologies. This statement entails an identification as the "East" as opposed to the West, which is a higher unit for identification for Korean students than the nation.

School E's curriculum went a step further to identify the individual within the history of the universe, employing the idea of Big History (Table 4). Big History refers to an approach to history that "seeks to understand the integrated history of the cosmos, earth, life, and humanity, using the best available empirical evidence and scholarly methods" (IBHA, 2021) and has been popularized by historian David Christian since the 1990s. School E's curriculum stated as its aim that students "understand that the histories of the Earth and life are part of the history of the universe" by learning about how the universe was created by the Big Bang and evolved to the present. Specifically, this curriculum capitalized on the concept of "thresholds" to draw analogies between natural history and human lives. As shown in Fig. 1, School E's curriculum points to one potentially fruitful way in which the integration of history and STEM subjects can fertilize each other. In infusing history, this curriculum transcended the traditional boundary of "nations" in history but instead sought how major events in the history of the universe can promote students' scientific and historical understanding.

Analytic goals

Analytic goals were the most common among the four purposes of history (Table 3). Five of the thirteen schools included at least four types of analytic goals, and the rest included at least one goal related to historical analysis. There were six major ways in which analytic goals were manifested in the STEAM curricula. Most prominently, nearly half of the curricula included professional historical research where students were engaged in activities using primary sources. While the majority of the curricula were aimed at analyzing historical narratives and historical contexts, there were some cases that considered STEM knowledge and practice in the past. Furthermore, several curricula included learning goals to derive lessons from history.

Working with primary sources

Historical research starts from analyzing primary sources. Seven schools (54%) designed the curriculum for students to analyze historical sources. The types of sources included both documentary and non-documentary objects. This goal was often manifested by encouraging students' engagement in historical research as part of STEAM learning. School I's curriculum on earthquakes and safety is an excellent example. As shown in Table 5, the teacher instructed students to look for primary sources and journal articles online, instead of providing the information as a handout. By doing so, the use of both primary sources and secondary literature allowed the students to "understand the motivations of past people for building disaster-safe buildings." There were other curricula that focused on the analysis of non-documentary sources. School F's curriculum included an activity to investigate the structure of the Suwon Hwaseong Fortress through visual observation, in a field trip or studying pictures, instead of reading document sources. School D also designed an object-based study by taking weaponry as a source for studying technological advances in the history of warfare. These examples illustrate how engagement in scientific analysis of historical sources can simultaneously serve the aims of science education (i.e., developing scientific inquiry skills) and those of history education (i.e., learning how historical knowledge is constructed).

Explaining causation, process, comparison, arguments

Nine curricula (69%) presented goals related to analyzing historical narratives, that is, the construction of historical stories. This goal appeared most frequently among the analytic goals, in turn suggesting the potential usefulness of historical narratives in promoting analytic thinking. This category consisted of explaining causal relations, explaining process and change, making comparisons and contrasts, and constructing historical arguments. School L noticeably designed a curriculum targeted for explaining causal relations, with the aim of understanding the correlation between the Cold War and the space competition. Similarly, School D's curriculum was designed to cultivate students' understanding of "the socio-cultural background to the scientific changes and what these changes meant for the general society in history." The goal was to first explain the relationship between disease and the Imjin War (a war between Korea and Japan, 1592-1598), and then to compare this case with disease outbreaks during the Crusades, the Crimean War, and the Russo-Japanese War. This case shows how events in different historical periods and geographical areas can be linked through the use of a STEM theme such as infectious diseases. Two curricula, each from School C and School K, presented goals for students to construct historical reasoning and arguments. Both curricula focused on the history of the Dokdo Island, a politically disputed territory between Korea and Japan. The aim was to equip students with supporting historical evidence in making an argument that the Dokdo Island has been, historically, a Korean possession.

Contextualizing historical events

Five of the STEAM curricula (38%) aimed to promote students' skills in contextualizing historical events by situating a given topic in the wider political, socio-economical, and cultural backgrounds. School D's curriculum presented a good example by connecting history of war and history of science. Its curriculum goals included "understanding the history and background of major wars in each period" and "understanding when, where, and through what process scientific events or changes occurred." With these understandings, the curriculum aimed to "build the capacity to consider what these scientific events meant to wider society." In another case, School H's curriculum included a learning goal of understanding the Renaissance as the background for the scientific revolution. Based on the idea that "the emergence of scientific theories is closely related to its historical context," they targeted to explain that the growth of academic culture during Renaissance facilitated the scientific revolution in the following years. From these examples, we can see that STEAM can be an effective tool for appreciating the historical events not merely as singular, isolated events but as situated within the broader cultural context including STEM.

Examining science and technology of the past

Six curricula (46%) included the goal of examining STEM in history. Activities in most curricula were aimed at either examining the human understanding of nature that existed at a certain time in the past and how they evolved over time or using the lens of modern science to reappreciate the value of traditional STEM knowledge. School L is a good example of the first type of goal. In order to "historically study the cosmology of each time period," their learning goals included "learn about the scientific revolution in the sixteenth and seventeenth centuries and study the theories of Copernicus, Kepler, Galilei, and Newton." School M's activities adopted modern science as a lens to look into the science of the past. In studying their topic, Tripitaka Koreana, one of their goals was to experiment Bernoulli's theorem to understand the scientific principles used to build the depositories for the Tripitaka. Both School L and School M's curricula show how the consideration of STEM can enrich students' understanding of history and vice versa.

Learning about the nature of science

School D's curriculum presented another distinctive kind of analytic goal, namely, to understand the nature of science through history of science. Nature of science refers to the epistemic and social characters of science (Erduran & Dagher, 2014) and has gained much attention from STEM educators in recent decades (Park et al., 2020; Pleasants, 2020). School D's curriculum goal was to "understand the nature of science and its social characteristics through studying the history of science" and to "understand the relationships between science, technology, and society." It is notable that they used the specific topics of warfare and weaponry to highlight different aspects of nature of science. Although nature of science typically encompasses both epistemic (e.g., aims and methods of science) and social (e.g., cultural and political influence on science) features of science (Erduran & Dagher, 2014), School D's learning goals were focused on the latter kind, due to its focus on warfare.

Learning lessons from history

The last type of analytic goals was to learn lessons from history. The role of history in searching for generalizations and, thus, guiding present actions and decisions have been asserted as a central function of history learning, although the risk of misguided and hasty generalizations is recognized (Bartin & Levstik, 2004). Four schools (31%) were keen to encourage their students to reflect on the history in making sense of the contemporary world. School B's curriculum explicitly stated that they incorporated history in the STEAM curricula because "the solution to numerous problems of humanity can be found in history." School A took their inspiration from East Asian mythologies, given that mythologies "describe the origin of the world, humans and cultures ... thereby provides the foundations of current societies and institutions." Their goal of allowing students to reflect on the present based on the ancient mythologies epitomizes the general idea of "look[ing] into the past for some suggestions as to the likely consequences of actions at the societal level" in history learning (Barton & Levstik, 2004, p. 76).

Moral response goals

Across the 13 curricula, seven presented moralizing goals (Table 3). Two cases were concerned with historical figures, either to evoke admiration or critical evaluation of the person in question. School F's curriculum spotlighted two historical figures, Jeongjo of Joseon and Jeong Yakyong, who promoted science and engineering that led to the construction of Suwon Hwaseong Fortress. On the contrary, School H's curriculum included an activity to consider Issac Newton's scientific life critically. In the context of the scientific revolution in Europe in the seventeenth century, it first outlined Newton's scientific contributions such as calculus and the law of universal gravitation. It then turned to describing Newton's religious and occult studies and asked students to discuss whether we can view Newton "as a pioneer in the age of reason or the last of the magicians." This activity engaged students in a critical appraisal of a historical figure in science, pointing to contrasting aspects of Newton's life and work.

The objects of moral response were not limited to humans. In the curricula that were organized around national issues, moralizing functions were often coupled with national identification and manifested in the forms of national pride, or love and care for territory. School M's curriculum aimed at "instilling in students pride in the standing of Korea in today's world." To this aim, it started from presenting the science and technology used for storing Tripitaka Koreana as something to be proud of, and the fact that such excellence was "acknowledged internationally by its inscription in UNESCO Memory of the World Register." A similar moralizing goal was apparent in School C's curriculum, where "care and love for Dokdo" were presented as the primary curriculum goal. These findings are reminiscent of several observations that history educators have made about school history in East Asian countries. It has been argued that in East Asian curricula, history is often "not an academic subject but a moral discipline that trains people to become righteous" (Tohmatsu, 2011) in service of developing national identity (Baildon & Afandi, 2018). Learning goals such as the "love for our land" and the "pride in our scientific culture" that were stated in the curricula show how history's moralizing functions can be pursued in the STEAM context.

Apart from those invoked in parallel with national identification, some moral response goals were less dependent on specific time and region, as illustrated by School D's case. The objective of this curriculum was to "understand the histories and backgrounds of major wars in different periods, weapons used in each war, and the scientific principles applied to these weapons." Through a grasp of the historical, social and scientific implications of each war, the curriculum also aimed for "recognizing not only the value of science but also the dangers, impacts and ethics of wars that are caused by scientific advancement." This consideration of science's double-sidedness by looking into the history of wars offers an interesting example of useful learning goals that can emerge at the interface of STEM and history.

Exhibition goals

One dominant feature of the STEAM curricula was the inclusion of activities to display and exhibit student's learning in various forms. Such exhibition goals were particularly visible and richly expressed when language and literature teachers and art teachers were included in the team. The exhibition activities ranged from presenting the result of historical analysis to writing a short essay from the viewpoint of a seventeenth-century European in the face of the scientific revolution. Specifically, we identified four types of exhibition goals based on the skills to be displayed through the activity (Table 3).

The first two types of exhibitive goals were broadly concerned with displaying students' explanatory skills and understandings. Both scientific and historical explanation was sought, but the latter goal was more prevalent. Exhibition of scientific explanation was found in School M' s curriculum, where students were asked to "look into the traditional science and technology related to Tripitaka Koreana and present the findings to peers." A specific example of this was to ask students to "explain how the structure of the building ventilates air using Bernoulli's principle." Aside from scientific analysis, eight (62%) of the curricula included the aim of displaying students' various historical explanation skills. An exemplary case was School B's curriculum that featured diseases in history. Within the topic of infectious diseases and antibiotics in history, in one of their activities, students were introduced to how diseases influenced four wars in history: the Crusades, the Crimean War, the Russo-Japanese War, and the Imjin War. After this brief introduction, the students were divided into groups to select one of these wars and "systematically summarize the background, process and outcomes of the war," and particularly "what changes or developments were made due to the war." Then the students worked to generate PowerPoint slides or a video clip to share their analysis to the class. Through this two-hour activity, the aim was to "find out and write about the commonalities and developmental aspects from history of diseases and cultural diffusion."

The second major exhibition goal was focused on persuasion, which was identified in three (23%) curricula. As Jiménez-Aleixandre and Erduran ( 2007) noted, persuasion is an important role of scientific argumentation along with justification of knowledge claims. In the analyzed curriculum materials, this goal was manifested in the activities to express moral responses such as national pride and love for territory, which is linked to the fact that the three curricula were based on the community or national-level contexts. School K's curriculum presented various exhibition goals about Dokdo. Among its stated learning goals were "to write a poem that represent one's care and love for our land Dokdo," "to write or draw to argue for the significance of Dokdo from a scientific standpoint," and "to express the historical and geographical values of Dokdo in a song and role play." School J's approach to persuasive exhibition was similar but more specific in terms of the targeted audience. One of their exhibition activities was to produce a promotional material (pamphlet) about Mireuksa for foreign visitors, particularly "using its historical significance, background knowledge and scientific principles." These two cases illustrate how persuasive exhibition activities can be used to support the moralizing goals of national history.

Lastly, imaginative exhibition goal was present in two (15%) curricula. These activities asked students to put themselves in the shoes of past people and exhibit their understandings in creative writing. School A's curriculum that featured East Asian mythologies had a student activity to write one's own mythology based on the constellations. The curriculum stated that by engaging in this activity, students could understand how mythologies are connected to human lives and "imagine the lives of ancient people and the night sky as imagined by them." Whereas the target of imagined people was ancient East Asians, School H targeted a hypothetical European person who was living the age of the scientific revolution (Table 6). Following two lessons covering the background and key figures and events in science around the time, students were first introduced to the various changes in modern Europe caused the scientific revolution. Students were then asked to empathize with the modern Europeans confronting the radical change in people's perception of nature and display their empathic understanding in creative writing, particularly in the form of a journal entry. Together, these two cases of exhibition goals have important resonance with perspective taking and historical empathy as objectives of history learning (Ashby & Lee, 1987; Foster, 1999).

Connections between the four history learning goals within STEAM curricula

One noteworthy trend in the data was that a single curriculum typically targeted more than one history learning goals. Among the 13 curricula, four curricula included all four categories of history learning goals, eight included three of them, and one included two of them. While a full analysis of how these goals were connected in each curriculum is beyond the scope of this paper, this plurality of goals points to the possibility of pursuing various history-related goals in the context of STEAM. In this section, we use an excerpt from School H's curriculum to illustrate how multiple learning goals can be presented interconnectedly within a STEAM curriculum. In the first three sessions of the curriculum, the focus is on "understanding the changes in the European society caused by the scientific revolution and Enlightenment." The curriculum presents three learning expectations:

1. 1.
Understand the development of the scientific revolution in the seventeenth century, and make a historical evaluation of the scientific revolution using the episode of Newton. (Session 1)

2. 2.
Investigate and present the effects of the new discoveries during the scientific revolution influenced the world. (Session 2)

3. 3.
Re-experience the changes in the perceptions of European people through historical artifacts. (Session 3)

In Session 1, the learning expectation includes an analytic goal (historical development) and a moral response goal (critical evaluation of Newton's achievements). In the session, students engage in an activity where they "imagine how shocking the heliocentric model would have been to the people [in the seventeenth century] who held the geocentric view, and present what they think," which represents the imaginative exhibition goal. Session 2 highlights the relationship of the scientific revolution to other events in the historical period such as the industrial revolution, specifically focusing on the advances in classical mechanics. Hence, this session is focused on the analytical goal (correlations between historical events) and explanatory exhibition (presenting the findings). Finally, Session 3 turns to the consequences of the scientific revolution. Students engage with artifacts depicting the views of European intellectuals after the scientific revolution, which is aimed at developing analytical skills through working with primary sources. Then, students discuss the influences of the revolution in groups and "write a journal entry from the perspective of a modern European after the scientific revolution." Similar to the previous session, this journal writing activity demonstrates the incorporation of the imaginative exhibition goal.

From these three sessions, we can see how STEM topics (models of the universe, Newtonian science, and classical mechanics) and history learning goals (analytic, moral response, and exhibition) can be coherently integrated to enrich and deepen students' learning of the scientific revolution, a historical event that had widespread impacts on society, culture, religion, and science. The diverse learning goals presented in School H's curriculum show the benefit of STEAM curricula for deep learning of interdisciplinary topics, particularly when developed by cross-subject teams of teachers. A history teacher may not have sufficient knowledge to address the scientific contents necessary to explain the scientific revolution; A science teacher may not be equipped to contextualize the scientific revolution within the broader social and cultural background of the time. In this regard, School H's curriculum can be viewed as a useful case illustrating the potential benefits of cross-subject collaboration in capturing the diverse aspects of a historical event, especially considering that the team included teachers of history, physics and earth science, among others.

Discussion

Mutual contributions between STEM and history

The findings illustrate a two-way relationship of STEM and history as school subjects, most notably regarding the analytic goals. Activities such as explaining historical sites and artifacts scientifically and mathematically are good examples. Not only did these activities had the potential to facilitate learning of STEM in the context of history, but they also enrich how we approach historical inquiry in schools. A scientific analysis of artifacts and records to construct scientific accounts of past events can be a useful approach that can serve the goals of both STEM and history education by transcending subject boundaries. Likewise, for the goals relating to identification, moral response, and exhibition, we can see that the integrated STEAM curricula reported in this study broadened the way these history learning goals can be shaped by incorporating STEM subjects. School I's curriculum is a prime example of using a scientific lens to examine a well-known historical artifact and architecture, with identification and exhibition goals embedded within the principally analytic activity. Given these benefits, we suggest that cross-subject collaborations within schools to develop STEAM curricula can be a useful way to enrich the existing goals of history and science learning and explore new learning goals that are of value to both history and STEM education. Considering that this study only focused on cross-subject collaboration, comparative studies on the different modes of history integration with STEM (e.g., non-collaborative and collaborative) will be useful to expand the knowledge about effective STEAM integration in the curriculum.

The frequent inclusion of analytic goals in the STEAM curricula compared to the other three goals warrants further consideration. One possible explanation comes from the framework itself: In Barton and Levstik's framework, the analytic goal is defined broadly in a way it can be related to many elements of the curriculum, ranging from carrying out hands-on activities to considering the causal links between events. It is worth noting that among the different types of analytic goals, the ones that are more closely related to STEM (e.g., explaining causation, process, comparison and arguments) tended to appear more often than analytic skills unique to history (e.g., learning lessons from the past). From these observations, we can see that analytic goals can be a useful common ground to start integration by a group of teachers, but it also suggests that more efforts are called for to explore traditionally overlooked connections between STEM and history. For example, STEAM curricula based on socioscientific issues (Quigley et al., 2020) can explicate the relationship between the identification, analytic, and moralizing goals based on social issues that are highly relevant to students' lives, particularly with the use of exhibitive activities through which students' achievements in these goals can be demonstrated and assessed.

Promises and drawbacks of using the "nation" in STEAM

It is worth noting how the selection of the central topic, particularly in relation to its regional boundaries, affected the learning goals of each curriculum. For example, the prevalence of identification goals in the curricula with the community and national contexts, which were then associated with particular moral responses towards the nation, raises several issues for using history for STEAM education. First, while the use of familiar contexts can make STEAM learning more accessible and enjoyable, it may limit the scope of STEAM to a regional issue and, thus, prevent understanding STEAM within the broader global context. Nevertheless, the two cases where supranatural and universal history were used for identification (School A and School E) provide a rich illustration of contextualizing STEAM in diverse manners that are not confined within a specific national context. These two curricula show the possibility of addressing the transnational histories of STEM in the secondary curriculum (Gandolfi, 2021).

Second, there was some evidence that an overemphasis on moralizing goals such as the promotion of national pride, sense of belonging, and love for territory may work against the analytic goals based on historical and scientific inquiry. In the cases of School M, School K, and School C, several aspects of their analytical activities seemed to begin with a predetermined conclusion (e.g., the "excellence" of ancestor's scientific achievements and the "fabrication" in Japan's claim for sovereignty over Dokdo), followed by a recipe-style procedure for interpreting evidence to reach that conclusion, which has long been criticized by science educators (Erduran & Dagher, 2014). This trend shows the tension between different goals of history learning that can manifest in the STEAM context, which possibly is tied to the strong moralizing function of school history in East Asian countries (Baildon & Afandi, 2018; Tohmatsu, 2011). Further considerations will be necessary to balance the identification, moral response and analytic goals in history-infused STEAM curricula.

This is not to say that issues related to nation should be avoided in STEAM learning. Rather, the intersections of STEM and history around the issue of nation can be informed by research on socioscientific issues. SSI researchers have argued that the moral development of children should be a key contribution of STEM education (Zeidler & Keefer, 2003). Indeed, several key aspects of this study's findings such as argumentation, the nature of science, and empathy are also emphasized in the SSI literature (Sadler & Dawson, 2012). When dealing with sensitive and contentious issues, approaches such as perspective taking (Kahn & Zeidler, 2019; Newton & Zeidler, 2020) can be useful to develop students' moral and emotional responses to a STEAM issue. By considering the perspectives of different stakeholders about an issue, students can have access to a broader range of evidence and more diverse modes of reasoning, compared to when there exists a predetermined conclusion that needs to be reached. An SSI approach may in turn allow avoiding the simplistic "us vs. them" structure in nation-based STEAM learning and appreciating STEAM more effectively in the contexts that are relevant to students' lives. This approach is also aligned with the recent emphasis on care, ethics and empathy in STEM education that "situates [STEM problems] in the full socio-political context and centralizes issues of justice." (Gunckel & Tolbert, 2018, p. 938) In this regard, STEAM has the potential to move beyond developing technical solutions to social problems and instead conceiving of them as an intersection of society, politics, economics and history (Gunckel & Tolbert, 2018).

Underlying the question of "nation" in STEAM integration is the stark difference between STEM subjects and history in terms of their geographical boundaries. Science, mathematics and engineering curriculum is traditionally focused on conveying knowledge shared across nations and cultures (Stanley & Brickhouse, 1994), which allows little space for consideration of national identity or context. It was relatively recent that these issues started to be discussed in science education in the context of multicultural science education that foregrounds culturally responsive teaching of science (Hodson, 1993; Ogawa, 1995). In contrast, the issue of nations has been at the heart of writing and teaching history (Berger, 2012; Maza, 2017). Such contrasting status of "nation" in STEM and history gives a useful clue to understand the relevant findings discussed here. Given the traditional emphasis on nation states and the emerging criticism of it within history education scholars (Berger, 2012; VanSledright, 2008), the place of the nation in designing STEAM curricula would be an interesting avenue for future research.

Limitations and directions for future research

The findings should be interpreted with the national and curricular contexts within which these STEAM curricula were developed in mind. Given the rising interest in STEAM and curriculum integration across the world and across grade levels (Corp et al., 2020; Khine & Areepattamannil, 2018), however, the implications of the current study will be informative to educational systems other than Korea. In addition, while our decision to focus on a small number of cases allowed an in-depth analysis including the subtle nuances within each case, it should be taken as exploratory and illustrative, rather than an exhaustive, analysis. Future research with a larger number of cases will deepen the knowledge as to how history and STEM can create synergies through collaborative, integrated STEAM curricula. Methodologically, given that our focus was the final documents produced by teacher teams, future research that includes teacher interviews and observations of the design process will provide further insights into the lived experiences of teachers and the practical challenges they encounter in integrating history and STEM in the curriculum. Also, due to the current study's focus on history learning goals in the curricula, it provides limited information as to how and to what extent different subjects were integrated in each curriculum. In future research, it would be useful to explore different models of STEAM integration including history, using the theories of curriculum integration (Drake & Burns, 2004). Such an analysis will benefit from different models of curriculum integration-for example, what do multi-, inter-, and trans-disciplinarity (Klein, 2017) mean when it comes to integrating STEM and history? Considerations of the integration models will allow diversifying the STEAM curricula and supporting teachers to try different ways of history integration in STEAM.

Data availability

All data used in the study can be accessed at https://steam.kofac.re.kr/

References

Barton, K. C., & Levstik, L. S. (2004). Teaching history for the common good. Erlbaum.

Carretero, M. (2011). Constructing patriotism: Teaching history and memories in global worlds. Information Age Publishing.

Colucci-Gray, L., Burnard, P., Gray, D., & Cooke, C. (2019). A critical review of STEAM (Science, Technology, Engineering, Arts, and Mathematics). Oxford Research Encyclopedia of Education (March 2019). https://doi.org/10.1093/acrefore/9780190264093.013.398

Erduran, S., Guilfoyle, L., & Park, W. (in press). Broadening STEM education through cross-curricular collaboration: The case of argumentation in science and religious education. In Y. Li (Ed.), Changes and innovations in disciplinary and interdisciplinary education in STEM: An international perspective. Springer.

Furinghetti, F., Matos, J. M., & Menghini, M. (2012). From mathematics and education, to mathematics education. In Third international handbook of mathematics education (pp. 273-302). Springer.

Gandolfi, H. E. (2021). Decolonising the science curriculum in England: Bringing decolonial science and technology studies to secondary education. Curriculum Journal. https://doi.org/10.1002/curj.97

Article Google Scholar

International Big History Association. (IBHA). (2021) What is big history?-International Big History Association. Retrieved June 27, 2021, from https://bighistory.org/

Korea Foundation for the Advancement of Science and Creativity. (KOFAC). (n.d.). Mission and vision. Retrieved from https://www.kofac.re.kr/eng/contents/aboutKofac3.do

Marsh, C. J., & Willis, G. (2007). Curriculum: Alternative approaches, ongoing issues. Pearson Education.

OECD. (2020). PISA 2024 strategic vision and direction for science. Retrieved March 3, 2021, from https://www.oecd.org/pisa/publications/PISA-2024-Science-Strategic-Vision-Proposal.pdf

Park, W., & Song, J. (2021). Looking back at "our science" and "our history": An exploration of Korean preservice science teachers' encounters with East Asian history of science. Cultural Studies of Science Education. https://doi.org/10.1007/s11422-021-10060-w

Article Google Scholar

Park, W., Wu, J. Y., & Erduran, S. (2020). Investigating the epistemic nature of STEM: Analysis of science curriculum documents from the USA using the family resemblance approach. In Integrated approaches to STEM education (pp. 137-155). Springer.

Zeidler, D. L. (2014). Socioscientific issues as a curriculum emphasis: Theory, research, and practice. In N. G. Lederman & S. K. Abell (Eds.), Handbook of research on science education, Volume II (pp. 711-740). Routledge.

Zeidler, D. L., & Keefer, M. (2003). The role of moral reasoning and the status of socioscientific issues in science education. In D. L. Zeidler (Ed.), The role of moral reasoning on socioscientific issues and discourse in science education (pp. 7-38). Springer.

Download references

Acknowledgements

We are grateful to Abigail Branford and two anonymous reviewers for their constructive feedback on the earlier versions of the manuscript.

Author information

Authors and Affiliations

1. Southampton Education School, University of Southampton, Southampton, UK

Wonyong Park

2. Faculty of History, University of Oxford, Oxford, UK

Hohee Cho

Corresponding author

Correspondence to Hohee Cho.

Ethics declarations

Conflict of interest

The authors declared that they have no conflict of interest.

Ethical approval

Not applicable.

Consent to participate

Not applicable.

Consent for publication

Not applicable.

Additional information

Publisher's Note

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Rights and permissions

Open Access This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/.
Reprints and permissions

About this article

Cite this article

Park, W., Cho, H. The interaction of history and STEM learning goals in teacher-developed curriculum materials: opportunities and challenges for STEAM education. Asia Pacific Educ. Rev. 23, 457-474 (2022). https://doi.org/10.1007/s12564-022-09741-0
Download citation

Received:

Revised:

Accepted:

Published:

Issue Date:

DOI: https://doi.org/10.1007/s12564-022-09741-0

Share this article

Anyone you share the following link with will be able to read this content:

Get shareable link

Provided by the Springer Nature SharedIt content-sharing initiative

Keywords

# data[].attributes.attachment_link.title
The interaction of history and STEM learning goals in teacher-developed curriculum materials: opportunities and challenges for STEAM education - Asia Pacific Education Review

# data[].attributes.attachment_link.description
Although the integration of subjects in the curriculum has been advocated in recent years, there exist limited opportunities for teachers of different subjects to implement integrated curricula in schools collaboratively. In this paper, we consider history as a humanities subject that could be integrated with STEM and explore the diverse history-related learning goals found in teacher-developed STEAM curriculum materials.

# data[].attributes.attachment_link.title
The Importance of Geography in STEM Education

# data[].attributes.attachment_link.description
She Maps’ latest paper sheds light on the growing importance of Geography & why you should start incorporating it into your STEM curriculum today.

# data[].attributes.attachment_link.readable_text
Today's students are planet savvy; they want to help the earth. Similarly, through research and exploration, National Geographic Explorers are trained to solve the toughest challenges out there. Bring the two together, and you have the National Geographic GeoChallenge, an annual project-based challenge for grades four to eight that puts students in the shoes of National Geographic Explorers. Students engage and improve STEAM skills while solving real-world issues that face our planet. Past GeoChallenge themes challenged students to find solutions to issues such as animal migration and plastics pollution.

Here are 21st-century STEAM skills students explore while completing the GeoChallenge:

1. Research and Storytelling

Research is about more than googling facts. It's about synthesizing information from reliable sources into a clear, compelling story that motivates people to act. A winning GeoChallenge team from Bradford K-8 in Littleton, Colorado, used online annotation.

In class, they learned this practice by marking up articles in National Geographic, Newsela, and other Internet sources. "The kids are trained on how to look for reliable sources," says Sean Stevinson, the team's coach. "They are turned loose to find the data they need, and it's their responsibility to make sure it's valid." Student teams submit their GeoChallenge projects for appraisal by National Geographic Explorers and staff.

2. Videography

GeoChallenge teams create and submit a video to National Geographic highlighting the problem that needs solving and the team's solution. As GeoChallenge teams create these videos, students practice their presentation skills, creativity, and persuasive communication skills.

Videography also lets students utilize art and technology for effective storytelling.

Stevinson explains, "It's about how you tell the most effective story and what tools will help you do that."

For example, Bradford K-8 students who studied wildebeest migration asked people to sponsor the building of a land bridge to help animals cross highways safely.

3. Cartography

Cartography may not come to mind immediately as a 21st-century skill. However, whether drawn by hand or created with software, creating a map provides students the opportunity to practice math, geography, and communication skills. This places map-making solidly at the cutting edge of exploration.

Cathie Pearson, a gifted-support teacher and GeoChallenge coach at Woodland Hills Academy in Turtle Creek, Pennsylvania, said one of her GeoChallenge teams focused on beluga whales and created the Beluga Aid to Migration (BAM) project. As part of BAM, they created a paper map of the Arctic Circle, which showed the whale migration and drilling locations and how they overlapped.

Map-making helps students visualize and explain a problem. It also involves measuring, reading maps, and making scale models of the maps, boosting students' spatial-thinking skills.

4. Innovative Design

National Geographic Explorers design solutions to real-world problems every day, and so do students during the GeoChallenge. Avelino Sanquiche's students at I.S. 318 Eugenio Maria de Hostos School in Brooklyn, New York, researched obstacles that piping plovers face when they migrate.

Students had to fully master the Next Generation Science Standard for Engineering Design in order to create a two-pronged approach to solving the problem. First, they designed drones with speakers that played the calls of prey birds, which encouraged the piping plovers to stay away from heavily populated areas and airports. Then, they designated safe zones along the migration route with speakers, which played mating calls to encourage birds to mate out of harm's way. Students combined familiar technology (speakers) and new technology (drones) in new ways to tackle the problems these birds faced.

"Not to be cliché," says Sanquiche, "but the GeoChallenge gave students an opportunity to think outside the box and tackle things that they otherwise would never have been exposed to."

5. Collaboration

Like any project-based activity, a GeoChallenge solution won't come together without collaboration. Pearson said her students sometimes have a hard time working together. They can't let go of their own ideas or see how working together would make a final product better.

The GeoChallenge encouraged the team to come to a consensus. Stevinson's students came together during lunch and worked in teams outside of their immediate friend groups.

"Their collaboration skills rose to the top," he remembers. The project "broke down barriers between people who don't normally hang out together."

Ready to teach your students these STEAM skills?

Join the 2019-20 GeoChallenge to teach your students 21st-century STEAM skills used by National Geographic Explorers. This year's challenge is Tackling Plastic! It focuses on solving problems caused by single-use plastics, such as straws, containers, and even contact lenses, that pollute the earth.

Click the orange button below to learn more.
I Want to Learn More About the GeoChallenge

# data[].attributes.attachment_link.title
5 Real-World STEAM Skills Used by National Geographic Explorers You Can Teach

# data[].attributes.attachment_link.description
Turn your students into planet problem solvers, just like National Geographic Explorers, by teaching them these important 21st Century STEAM skills.

# data[].attributes.attachment_link.title
Connecting STEM To Geography - Teaching the Stars

# data[].attributes.attachment_link.description
Looking for ways to tie in your other subjects with your STEM lessons? Here is why you should connect geography with your STEM lessons!

# data[].attributes.attachment_link.description
STEAM/STEM educational teaching resources & activities. Download Cool.org’s STEM and STEAM resources for your classroom or school, as well as a range of related online professional development courses.

# data[].attributes.attachment_link.readable_text
I stalked the mailbox waiting for this country crate. For review purposes, I was given this product for free and I was paid for my time. However, paid for my time does not mean paid off. All opinions are my own and I will always tell you what is on my mind. Not every product gets a positive review. But because I carefully sort through numerous offers for reviews, it usually means that I'm giddy about the product when I do accept it. Read my full disclosure here.
Science intimidates me, but I've always managed to teach it through one of my other strengths. So when I had a chance to shake up STEAM with geography by receiving a country crate about Poland from STEAMworld, I jumped at the chance. I can't wait to tell you about the country crate, tell you what you get in one, and how I used it.

First, though, I don't want you to miss both the sweet discount and giveaway at the bottom. Don't forget to enter the giveaway and use the discount code.

After reading recently that STEAM jobs are on the increase, I've been looking for easy ways to incorporate science, technology, engineering, art, and mathematics in my unit studies, but that takes a lot of time.

Too, nothing takes the steam (corny pun - I couldn't resist) more out of a hands-on project then missing items to do them with.

Knowing that the crate comes with everything that we need in it to learn about Poland is a huge time savings tip.

Right now 3 countries are available: Poland, Japan, and Morocco with more coming!

(Confession - the paper and template for the rooster are missing in the picture because Tiny couldn't wait to get started.)
Look at what you get in each crate:

materials for a math project,

materials for a science project,

materials for an art project,

materials for an engineering project,

one student activity book, which includes instructions for all STEAM projects, and

one country scrapbook style guide, which includes back ground information, fast facts and landmarks about a country.

What you do not get in a crate are items you normally would have in your homeschool room like rulers, pens, pencils, scissors and glue.

One of the things I like most about the crate and ideas for each subject is that they were uncomplicated and not lengthy.

It has just the right amount of laid out activities without telling you what to do each day.

If you're new to unit studies, you may want a unit study that is more comprehensive, but that can also be overwhelming.

Right now in this season of my homeschooling, I want the freedom and wiggle room to learn at our pace without day to day lesson plans.

For example, for the first week and half or so we worked on the art project.

Look at my post Polish Paper-Cutting (Wycinanki): Day 10 Hands-on Learning.

The student activity book, or guide, has one or two pages of explanation with a hands-on project.

After reading the art activity, we took our time working on the art project. After learning about the beautiful art of polish paper cutting, we researched art patterns as well as read about the history of Poland.

In addition to the 8-page student activity book, the 4-page scrapbook style country guide has background information and quick facts about Poland.

Then, we took another couple of weeks watching a few YouTube videos and reading books from the library.

Both guides are springboards if you want to research and read longer about a topic like we did.

What I also like is that each project your child can work on independently. While I love teaching my kids at the middle school and high school level, I know it's important to choose resources that support a child's natural desire to learn independently.

Having each day's lesson plans laid out is not exactly the way to do that.

Instead, giving your child guidance, some background information, and bringing the information together under a geography topic gives a middle school or high school student a beginning point.

Having an idea for each subject in a geography unit study also keeps your geography study balanced. Following a unit study approach means that you normally want some starting point for subjects about a topic and it means to introduce it in a balanced way.

I know I've been guilty of being unbalanced while covering unit study. While there is nothing wrong with digging deep on a topic you and your kids are excited about, a few subjects could be overlooked.

Using STEAMworld, gave us not only ideas to cover more in-depth, but hands-on projects for each subject.

I've confessed that when the boys were little that I took a hands-off approach to teaching because it either intimidated me or sounded like a lot of work for maybe a little return.

After homeschooling longer, you learn that kids retain information better when they are engaged and through hands-on projects. However, the next mistake in learning how to teach unit studies is that you can complicate hands-on projects. It's almost enough to make you quit unit studies.

That is another reason I'm tickled to use the the country crates. Simple, but meaningful projects while learning about Poland keeps unit studies from being either boring or overly complicated.

However, the best reason I love STEAMworld is the focus on STEAM.

When it comes to geography and history it's our first love; I can easily add in more content. But my boys have always loved science and want more ideas when we are doing unit studies.

STEAMworld may be a good fit for your family:

►If you love STEAM and want to include a framework for geography and history with it.
►If you love STEAM and want to fold it into your unit studies.
►If you want all the important supplies for hands-on projects at your finger tips and not have to worry about gathering all of them.
►If you love in-depth geography and history and prefer to add it yourself while having ideas for STEAM.
►If you prefer to have a beginning point and an easy hands-on idea for each subject in STEAM.
►If you want to encourage your kids to work more independently in unit studies, the guides are not bulky, but helpful and simple.
►If you prefer to do your own in-depth planning and don't need to be told what to do day to day.
►If you don't want to come up with a hands-on idea for Science, Technology, Engineering, Art or Math. An idea is provided for each subject tied to the country you're studying.
►If you have multiple ages of children and want them to work together on a topic, but not necessarily on the same lesson. There is enough wiggle room in the guides to allow each child to work on a sub-topic that may interest each one.

I think you'll love these country crates and I can't wait to see the other country crates that are released.

What I love too is when a company is generous and hosts a sweet giveaway in addition to giving you a discount.

Be sure to enter the giveaway because there will be two winners and you have several chances to win. You never know; you may win. Don't forget to use the coupon, as well as to share with your friends.

Hope you win!

How to purchase it.

►Product Name: STEAMworld Country Crates. Includes everything needed to do the activities. Materials included for science, math, art and engineering. Basic homeschool supplies like scissors, glue, tape and pencils are not included in the country crate. There is a duo option for extra material to include siblings.
►Website: STEAMworld Learning.
►Suitable for grades: 4th to 8th, but so it's so flexible to include all of your children. A physical product that will be shipped to you.► Cost: $39.95. Remember to use the code: steam2017 for a discount.

You may also love reading 5 BEST Books to Create an Around the World Unit Study (and Hands-on Activities), Geoscavenge - A Rock and Mineral Hunt: Day 6 Hands-on Learning and 11 AWESOME Ways to Learn Geography (Other Than Labeling a Map).

Hugs and love ya,

Don't forget to follow BOTH of my Pinterest accounts for AWESOME pins. Visit Tina Robertson's profile on Pinterest.
Visit Tinas Dynamic Homeschool 's profile on Pinterest.

# data[].attributes.attachment_link.title
How to Shake Up STEAM With Geography For Middle School

# data[].attributes.attachment_link.description
I stalked the mailbox waiting for this country crate. For review purposes, I was given this product for free and I was paid for my time. However, paid for my time does not mean paid off. All opinions are my own and I will always tell you what is on my mind.

# data[].attributes.attachment_link.readable_text
This map activity for kids introduces maps and basic directions to kids K-3 and helps them become more aware of their surroundings while also creating map art from a local geography!

We had fun talking about routes around town for the different places we visit like dance class, school, the store, etc. I found that Charlotte, my kindergartner, had an easier time understanding the concept of figuring out the directions when we walked through each route step-by-step.

She told me the direction and I gave her the full statement. For example, I asked her what way to go at the end of our driveway and she told me "West".

I used her direction to express a direction that could be followed by anyone and said, "Go west until you reach the end of the road." My 10yr old, Peyton, gave me directions and included the street names.

WHAT IS RESIST ART?

We love making resist art, especially low mess artwork like our chalk pastel lion art and oil resist tessellations. Resist art is when two materials are used that repel or resist against one another.

You can use many different materials for Resist art such as tape, glue, candle wax, crayons, oil pastels, rubber bands, and more!

This post contains affiliate links. As an Amazon Associate, Our Family Code earns from qualifying purchases. Please see our Disclosure Policy for more details.

Why STEAM Activities?

STEAM is the abbreviation for Science, Technology, Engineering, Art, and Math.

STEAM, like STEM, is an integrated approach to learning that encourages learners to make connections between the concepts they are learning and how they apply them to real-world problems.

STEAM helps students ask questions, problem solve, think creatively, and produce innovative solutions. Many schools have adopted STEAM learning activities into their curriculum, but it's never too early to start building critical thinking skills.

We love to learn through play at our house and have a blast doing activities for toddlers all the way to tweens!

Hometown Map Art Materials

Hometown Map Art Activity

Use Google Maps to generate a local map with your home or another local area of interest. Print out a copy of the map as well as the satellite view of your town. I chose a spot in Madison, WI that looked fun to work with!

Using your compass reference, talk about the direction traveled from one place to another place. Travel from one spot to another spot using directions like "Go north until you reach the church. At the church, go east until the school."

Tape your satellite image onto a piece of black paper using masking tape. Place a sheet of newspaper or foam underneath your black paper to make your drawing surface softer.

Use a ballpoint pen to trace your map. You will need to push hard, but try not to push through the paper. Trace features like roads, water, tree lines, bridges, etc.

After you finish tracing your map, remove your satellite image. Move your paper to a hard surface or remove the soft newspaper or foam from behind the black paper.

Using the long side of a piece of white chalk pastel, rub over your black sheet of paper. Make sure to rub over all of the paper in order to see every line you traced.

We used oil pastels to trace our roads and to create the resist art. Then, we used watercolors and water brushes to paint our pictures.

You can also use watercolors, colored pencils, or tempera paint to draw over the white chalk. Try to stay between the lines instead of going over them for the best results.

After we finished painting, we drew houses with bright oil pastel colors.

Charlotte, my 6yr old, wanted to do her own thing and got a little creative with staying in the lines. Her art turned out pretty neat though!

Free Compass Direction Art Workbook

This geography activity introduces maps and compass directions. It might be a little difficult at first for kids K-3 to do alone, but they can absolutely do it with an adult helping! It is great for kids in upper elementary to work on compass and directional skills!

To begin, start your line at the arrow on the worksheet. Then, move along the gridlines or from corner to corner by following the directions on each page.

Print out the Follow the Directions Art workbook and follow the directions to reveal pictures!
<<CLICK HERE TO DOWNLOAD THE COMPASS DIRECTION DRAWING WORKBOOK>>
31 Days of Low-Prep STEAM Activities for Kids

This activity is part of our 31 Days of Low-Prep STEAM Activities for Kids. Every activity focuses on each of the buckets of STEAM ( Science, Technology, Engineering, Art, & Math) although these integrated projects fit in more than one bucket.

You and your kiddos are going to love all of the activities that we have in store! Visit the 31 Days of Low-Prep STEAM Activity hub and pin it, so you can come back and visit it daily!

PIN THIS IMAGE TO SHARE THIS LOW-PREP STEAM ACTIVITY!

Meet Toni, the Maker Mom behind Our Family Code

I am the owner and content creator of multiple educational websites designed to increase access to STEAM & STEM education with a focus on teaching computer science and coding to kids of all ages!

You can also find out more about me by visiting ToniGardner.com!

# data[].attributes.attachment_link.title
Map Activity for Kids: Local Geography Map Art - Our Family Code

# data[].attributes.attachment_link.description
This map activity for kids introduces maps and basic directions to kids K-3 and helps them become more aware of their local geography!

# data[].attributes.attachment_link.readable_text
What is STEM?

Firstly, you might be wondering what STEAM is? STEAM stands for Science, Technology, Engineering, Arts, and Math. But the list of actual subjects and topics at school that these four parent subjects encompass is much larger. They can include:

Apart from STEAM subjects just being downright interesting and fun, they are important because they constitute a much larger employment pool than any other occupational category. The starting salaries and prospects also tend to be better for STEAM-based occupations. So, it's easy to see why driving and encouraging an interest and nurturing talents from an early age is not only good for kids, but everyone else too!

But before we start worrying children about salaries and employment, let's have some STEAM-based fun! STEAM Activities for 6th Grade are great because you can easily do practical experiments and activities with household supplies you probably already have lying about or can easily be acquired. They not only get 6 th graders thinking and solving problems, but also hone some physical dexterity and pragmatic problems which can be used in everyday life.

So, let's dive into some STEAM Activities for 6th Grade...

STEAM Activities for 6th Grade

1) Scale of the Solar System Activity: In this activity, 6 th graders get to experience just how big our solar system Grab ten kids and a suitable space, preferably outdoors because the solar system is HUGE. Line everyone up in their relative positions from each other, starting at the sun, all eight planets, and the moon.

If you don't have ten willing kids, then anything can be used for planetary substitutes. Conversely, if you have too many willing kids then dwarf planets can be incorporated (Pluto once more elevated to an exalted status). This activity is great for learning about astronomy and fostering an interest in space exploration.

Challenge: Who can name all the planets in the solar system in order?

2) Make some bottle cars: By using a few simple supplies, your 6 th graders can craft some bottle cars and even race them against each other. There are a few different ways to power your cars, including balloons, wind, and rubber bands. This activity develops a basic understanding of engineering and physics. Take a look at the videos below to find out how:

The above video may be from a third-party source. We accept no responsibility for any videos from third-party sources. Please let us know if the video is no longer working.

Challenge: Whose bottle car is the fastest?

3) Make a parachute: Teach about gravity and physics with this simple experiment. 6 th graders can safely drop an action figure from a great height by making it a parachute.

All they will need is some tissue paper/plastic bag, string, tape, scissors, and a brave action figure. After fashioning it a parachute they can drop it from a second-floor window, staircase, balcony, etc., and see if it descends safely. Students must use math to see how air resistance, the surface area of the parachute, and the weight of the action figure affect its descent.

Challenge: Whose figure stays longest in the air?

4) Create a tinfoil boat: Surely, we've all wondered how metal boats manage to float when we know that dropping anything metal into water normally means it sinks to the bottom? Well, with this experiment you can show your 6 th graders exactly how the physics behind this phenomenon works just by using standard household tinfoil!

By crafting a watercraft from tinfoil, 6 th graders will see how density distribution and surface areas work together to help ships float.

Challenge: Using the same amount of tinfoil, whose boat can float the most weight?

5) Launch a bottle rocket: This is a classic and timeless science experiment worthy of mentioning that introduces the fundamentals of rocketry using a few objects and supplies. Not only does it highlight the physics of rocket flight, but also some is involved when making the solution of vinegar and baking soda that propels your bottle rocket into space. Watch the video below to see how you can make your very own bottle rockets:

The above video may be from a third-party source. We accept no responsibility for any videos from third-party sources. Please let us know if the video is no longer working.

6) Smartphone amplifier: Make a simple amplifier for your smartphones by just using a toilet paper cardboard tube and paper cups. Simply cut a slot along the cardboard tube big enough for your smartphone to sit in, and then cut two circular holes in the sides of your paper cups to fit the ends of the cardboard tube into. Put them all together with the mouths of the cups facing forward and hey presto, you've got a homemade smartphone amplifier!

The above video may be from a third-party source. We accept no responsibility for any videos from third-party sources. Please let us know if the video is no longer working.

This activity is useful for teaching about acoustics and how sound works.

7) Bird Watching: Have 6 th graders look out into their backyard or local park and see what kind of birds they can spot and make notes and make sketches of them. What shape beaks do they have? What do they eat? Are these things linked?

This would make a great biology homework assignment and encourages kids to get outdoors and discover the wonders of nature.

Challenge: Who can spot the most different kinds of birds?

8) Make a naked egg: No, we don't mean stealing an egg's clothes, because as we all know, eggs don't wear clothes. Instead, we mean to completely remove an egg's shell. So just boil it and peel it off right? Wrong again. We're talking about dissolving the eggshell of a raw uncooked egg so you can see the membrane and intact undeveloped contents that would develop into an embryo.

All you need to do is place a standard uncooked egg inside a jar of white vinegar and wait a couple of days for the calcium carbonate shell to be completely dissolved by the acidic vinegar (you will notice a white foam gradually appear as it does). Discover interesting processes of chemistry along the way to seeing the biological secrets inside a regular egg.

Fun Fact: An eggshell can contain as many as 17,000 pores.

9) Compost cups: Show 6 th graders how organic matter decomposes and turns into rich soil ready for planting the food that they eat into. All you will need are some plastic cups, cling film, rubber bands, some soil, a bit of water, and some organic waste such as grass clippings, leaves, food waste (not meat or dairy), and coffee grinds, etc. Place them all into the cups and seal with the cling film and rubber bands then place them in a warm sunny spot such as a windowsill.

Every few days add some more water and shake them up. Have your 6 th graders take notes on the progress such as color, can they see any fungus? Eventually, you will have dark, rich soil ready for the garden! This activity teaches all about ecosystems, and how and fungus break down organic materials.

10) Grow a seed: As a follow-up to the last activity, why not put this new soil to good use and use it to pant a seed in? Have your students or children make notes of the seed's growth and sketch the different stages of its .

Challenge: Whose seed will grow the tallest?

11) Old copper coin cleaning: Clean up some old copper coins with some different liquid solutions from household supplies. Check between the cushions of your sofa and around the house for some old copper pennies. Gather them all up and place one penny in liquid soap, one in vinegar, one in soy sauce, one in lemon juice, one in ketchup, one in saltwater, and see which pennies turn out the shiniest. Then maybe even try different combinations of each for a super shiny penny!

Fun Fact: Pennies were the first coins to be minted in the U.S.A.

12) Create a popsicle tower: Have 6 th graders experiment by making a tower out of popsicle sticks and using different adhesives to stick them together. Why not try putty, tape, hot glue, pins, etc., and see which holds the best? The fewer instructions the better for this activity, as 6 th graders, will have to use a combination of their imagination, creative thinking, and problem-solving skills to see how they can make a stable tower. Just supply the materials and watch their towers grow!

Challenge: See if your 6 th graders' towers can withstand "earthquake-like" conditions by shaking the table where their towers are assembled.

13) Lung-making experiment: By using yep, you guessed it, plastic bottles, you can make some replica lungs and see how the human respiratory system works. If you have any plastic bottles left from all the other activities, you can simply cut the bottoms off, tape half a balloon (with the end tied) to them for the first part, and make sure it's airtight. Then you will need to attach another two balloons to the ends of two straws and feed them both inside the bottle and seal the mouth with some clay ensuring it is also airtight.

Finally, pull the end of the balloon that's attached to the bottom of the bottle and release it again slowly. You should see the pair of balloons inside the bottle inflating and deflating like a pair of lungs.

This is a perfect STEM activity for demonstrating human anatomy to 6 th graders.

Fun Fact: Lungs are the only organ that will float in water.

14) Catapult soft toys: Lastly, on our list of STEM activities for 6 th graders, we'd like to go out with a bang and send some soft toys flying through the air with this simple but really fun activity. All you will need is a length of wood, something to balance it on, and some unlucky soft toys. Instructions are simple: balance the wood on something such as a house brick, place a poor unsuspecting soft toy on one end and step on the other to send it hurtling into space (we reassure you, it's for science).

Okay, it's not all about firing toys into the ether - 6 th graders will learn about trajectories by experimenting with the placement and force applied to the cuddly catapult.

STEAM Resources

If all of those STEAM Activities for 6th Grade weren't enough or you would like some more ideas, inspiration, or easy, printable resources that develop STEAM-based skills and knowledge, then we've got a ton of teacher-made resources that will do just that. They work in the same way that all of Twinkl's easy-to-use resources do - just download, print off, and hand out to your lucky students. Sometimes you don't even need to do that, simply download and use on a device!

So enough talking, let's take a look at some of these awesome STEAM resources for 6 th grade:

What Element Am I? Chemistry Game: Here, 6th graders will put their knowledge of chemistry and the elements to the test with this fun game where students have an element card placed on their back and students must be able to name the element by questioning their fellow students.

Are Viruses Living Things? Discussion Web Activity: This resource gets students thinking about a question that scientists are still trying to figure out - are viruses living things? It contains a sheet with discussion boxes designed to foster critical thinking and the scientific method.

Ratio and Proportion Activity: With this resource, students will not just learn this essential math skill, but will learn a skill undoubtedly useful for all STEM subjects. It uses examples that will be tangible and accessible to students.

Metric Units and Measurements Reference Mat: This reference mat is extremely useful for STEM subjects and allows for easy referral. Simply print off and laminate for years of use. It will prove invaluable as an aid in multiple subjects and good for getting students familiar with the metric system at an early age.

Robot Balancing STEAM Activity: Who doesn't like robots right? And what a better mascot for a 6th grade STEM activity? Besides having a cool robot, this resource will teach a pretty handy concept too - gravity.

Building Bridges STEAM Activity: This will introduce 6th graders to basic concepts of engineering. It is not only a practical challenge for students to get hands-on experience of building their very own model bridges with some basic supplies, but also emphasizes discussion, exploration, and explanation of the fundamentals of bridge-building.

# data[].attributes.attachment_link.title
14 STEAM Activities for 6th Graders | STEM | Twinkl USA

# data[].attributes.attachment_link.description
Contains useful ideas, diagrams, videos, instructions, and resources all for STEAM Activities for 6th Graders. Don't just take our word for it, take a look!

# data[].attributes.attachment_link.description
Free resources include classroom idea sheets, teacher tip sheets, and at-home learning activities. Low-cost resources such as STEAM project kits and workshops are available in our store and online.

# data[].attributes.attachment_link.title
Sign in or Register | European Schoolnet Academy

# data[].attributes.attachment_link.title
Search Our Free Online Courses - FutureLearn

# data[].attributes.attachment_link.description
Enjoy free online courses from leading UK and international universities.

# data[].attributes.attachment_link.readable_text
START

STEAM (istorie, geografie)

Atelierul Profesorului Modern

Liceul Teoretic "Mihai Eminescu", or. Anenii Noi

31

30

29

28

27

26

25

24

23

22

21

20

19

18

17

16

15

14

13

12

11

10

Calendar (Ianuarie 2025)

Lorem ipsum dolor sit amet, consectetuer adipiscing elit, sed diam nonummy nibh euismod tincidunt ut laoreet dolore magna aliquam erat volutpat. Ut wisi enim ad minim veniam, quis nostrud exerci tation ullamcorper suscipit lobortis nisl ut aliquip ex ea commodo consequat. Duis autem vel eum iriure dolor in.

Write your title here

+ info

Resursa cu aplicațiile 3D

Corinth3D

Utilizăm la elaborarea proiectelor STEM și la activitățile STEM la ore

Lorem ipsum dolor sit amet, consectetuer adipiscing elit, sed diam nonummy nibh euismod tincidunt ut.

+ info

Biologie

01

Biologie

01

Got an idea?

Use this space to add awesome interactivity. Include text, images, videos, tables, PDFs... even interactive questions!Premium tip: Get information on how your audience interacts with your creation:

Visit the Analytics settings;

Activate user tracking;

Let the communication flow!

# data[].attributes.attachment_link.readable_text
Concursul „Profesorul - Ambasador Digital" este parte a proiectului cu același nume, implementat de Centrul Național de Inovații Digitale în Educație „Clasa Viitorului" prin intermediul Fundației pentru Dezvoltare din Republica Moldova, cu sprijinul financiar al Departamentului Buna Guvernare al Fundației Soros Moldova și USAID, Suedia, UK, în parteneriat cu Ministerul Educației și Cercetării.

# data[].attributes.attachment_link.title
Ambasadori Digitali 2021 - Clasa Viitorului

# data[].attributes.attachment_link.description
Concursul „Profesorul - Ambasador Digital" este parte a proiectului cu același nume, implementat de Centrul Național de Inovații Digitale în Educație „Clasa Viitorului" prin intermediul Fundației pentru Dezvoltare din Republica Moldova, cu sprijinul financiar al Departamentului Buna Guvernare al Fundației Soros Moldova și USAID, Suedia, UK, în parteneriat cu Ministerul Educației și Cercetării.

# data[].attributes.attachment_link.title
Fișa de autoevaluare a performanțelor profesionale individuale  (sem I) 2023

# data[].attributes.attachment_link.readable_text
Over the last few years, I've seen and heard a great deal in academic circles about the acronyms STEM and more recently STEAM. Our public libraries have even used the buzz about STEM/STEAM to direct their summer reading program activities. In case you haven't heard of them, STEM represent the topics of Science, Technology, Engineering and Math. STEAM simply adds Art to the list.

At this point you're probably wondering what these topics have to do with history. And, I think the answer is simple, they have EVERYTHING to do with history!

Throughout history, advancements in the fields of science, technology, engineering, art, and math have changed the world. The people behind these advancements have been leaders in their fields, visionaries who took the time to learn and study the world around them then ask the hard questions about how that world worked and how they could help make it better.

Take Eli Whitney and the cotton gin or Johannes Gutenberg and the printing press for example. Two men on two different continents that saw a problem, found a solution to the problem, and their solution revolutionized the world as we know it.

If you're a teacher or a homeschooler and you want to add a bit of historical learning to your lessons in these areas, it's a simple tie to make. Add a biographical study on the lives of famous scientists, mathematicians, or artists, etc. to your studies. Study an invention that made a significant impact on the field your studying. If you're learning about how computers work, learn about the first computers and their inventors. If you're studying the cross-pollination of plants along with dominant and recessive genes, take a day to learn about Gregor Mendel and his revolutionary work with the cross-pollination of peas in the 1800s. The list could go on and on, but the point is this history is very easy to tie to STEAM learning and can be done in multiple ways depending on the subject at hand.

If you'd like a great book about some of the world's great inventors, I can't recommend Great Inventors and Their Inventions by Frank Bachman enough! I've created a short study guide to go along with it that's full of photo cards featuring each of the inventors, invention cards featuring each of the inventions, a reading guide, and there's a video companion to the book on our website with short videos about each invention. If you need the book, you can purchase a copy here or download a free digital version here, our study guide is available as part of the STEM + Art Bundle here, and our video companion is located here.

Below are some of my thoughts about STEAM, it's a vast topic with many aspects that are so enjoyable to add to your chidren's learning experiences!

SCIENCE
Science, my lad, is made up of mistakes, but they are mistakes which it is useful to make, because they lead little by little to the truth. -Jules Verne
Science is one of our favorite subjects in our home. We love studying everything from astronomy to volcanoes and everything in between. Currently our "official" studies are about astronomy, but the times we've spent studying other topics always finds its way back into our daily lives and conversations. Recently we went on a long walk along a beautiful lake where encountered opportunities to discuss weather, bird identification, wildflowers, monarch migration, reptile identification, and so much more. Later that same day we talked about the phases of the moon and constellations. Some sciences are learned by experimenting and making mistakes, others are learned by studying and observing the world around us, all lead little by little to the truth.

Oh, and you better believe we're reading Verne's From the Earth to the Moon along with our astronomy studies right now!

TECHNOLOGY
Imagination is more important than knowledge. For knowledge is limited, whereas imagination embraces the entire world, stimulating progress, giving birth to evolution. -Albert Einstein
Technology can be such a hot topic for families, but I think like anything else, when used properly it can be an incredibly beneficial tool for learning and life. Even while cultivating a beautiful learning atmosphere of living books, nature studies, engaging history lessons, the feasts of poetry, art, and music, technology has always been in some way part of our homeschooling. We've watched videos, streamed folk songs and hymns, learned typing skills and so much more.

The use of technology allows our children's interests to flourish...our daughter wrote and typed an 80+ page novel a couple of years ago, writes extensive history essays, and is learning to use photo editing software in conjunction with developing her photography skills. Our son transitioned from a love of pattern blocks, tangrams, and snap circuits to teaching himself to design projects on TinkerCad and now Blender.

Simple coding projects, learning about energy, and making scientific observations help for a foundation to these types of skills. Technology isn't going away, it's advancing almost daily at the speed of light still and it can play a beautiful and enriching role in our children's educations.

ENGINEERING
Engineers like to solve problems. If there are no problems handily available, they will create their own problems. - Scott Adams
We've been studying bridges a bit this year, specifically the Golden Gate and the Bay Bridge as we're reading through Richard Halliburton's Book of Marvels. The fact that one day someone looked across the waters surrounding San Francisco and thought of such marvelous ways to make travel across the Bay easier amazes me. The amount of research, planning, designing, sourcing of materials and labor that went into building those 2 bridges is absolutely astounding.

Great inventors, great engineers are brilliant at thinking through problems and coming up with excellent solutions to them for the world to enjoy.

ART
"To be an artist is to believe in life." - Henry Moore
Art education is actually one of my favorite topics and I NEVER learned about fine art until college. When I was growing up we did art in school...most of it with crayons and markers and cheap waterpaints. In high school I took an art class and learned all about charcoals, pastels, oil pastels, various types of paint, perspective drawing and more. I found out one thing, I LOVED it!

My freshman year of college I took an art history class and was amazed at all of the beauty that artists had created for us to enjoy over the centuries. I love visiting art museums and jump at the chance to see some of the world's greatest works of art. I've seen Claude Monet's watercolors, stared into Mona Lisa's face, then beheld Paolo Veronese's Wedding Feast of Cana. And I love introducing our children to the great artists and their work whether it's through studies at home or finding traveling exhibits that feature great works and falling in love with art all over again with our children.

I'm not sure when the folks that thought up STEM decided to add Art to it and call it STEAM, but I think it was a great idea!

MATHEMATICS
Mathematics is not about numbers, equations, computations, or algorithms: it is about understanding. -William Paul Thurston
This quote says it all. Math is about understanding relationships between numbers, between space and shapes, between connections of objects and so much more. True mathematical knowledge comes not only from knowing "how" to get the correct answer, but from knowing "why" it's the correct answer. It comes from teaching our minds how to think mathematically and logically, how to organize our thoughts about data into patterns, sequences, and systems that work together. Multiplication is about more than just knowing the answer to "3x5" but how 3 groups of 5 (or 5 groups of 3 depending on how you look at it) work together and division is about knowing how to break numbers up into equal groups.

I read recently that Susan B. Anthony requested that her elementary teacher give her some multiplication and division problems so she could teach herself how to multiply and divide. He told her there was no reason a girl would need to know how to multiply or divide. I can think of so many, many ways that multiplication and division applies to everyone's lives, but even "back in that day" so to speak a woman planning a meal for a large gathering would want to know that she had an equal number of biscuits or rolls or cookies for each person and would therefore have needed to know how to multiply. I'm so thankful that I was not raised in a world like that and that my teachers provided me with every opportunity I could hope for to learn math.
As an Amazon Associate I earn from qualifying purchases.

# data[].attributes.attachment_link.title
What is STEAM and how does it relate to history?

# data[].attributes.attachment_link.description
Over the last few years, I've seen and heard a great deal in academic circles about the acronyms STEM and more recently STEAM. Our public libraries have even used the buzz about STEM/STEAM to direct their summer reading program activities. In case you haven't heard of them, STEM represent the topics of Science, Technology, Engineering and Math.

# data[].attributes.headline
Human rights in the curriculum: Mathematics

# data[].attributes.subject
Human rights in the curriculum: Mathematics

# data[].attributes.attachment_link.title
stem to steam guide teachers-compressed (1)

# data[].attributes.headline
Agenția Națională pentru Dezvoltarea Programelor și Activității de Tineret lansează Programul de Granturi pentru organizațiile de tineret, ediția 2024

# data[].attributes.subject
Agenția Națională pentru Dezvoltarea Programelor și Activității de Tineret lansează Programul de Granturi pentru organizațiile de tineret, ediția 2024

# data[].attributes.attachment_link.readable_text
❖ La concurs pot participa organizațiile necomerciale de tineret din Republica Moldova care desfășoară proiecte şi programe cu impact pentru tineri.

❖ Organizațiile care participă la concurs trebuie să deţină personalitate juridică, ale căror scopuri statutare sunt orientate spre dezvoltarea personalității tinerilor şi integrarea lor în viaţa publică.

❖ La concurs pot depune proiecte organizaţiile de tineret care dispun de cofinanţare, acorduri de parteneriat din partea diferitor instituţii şi donatori locali şi internaţionali şi pot justificao contribuţie proprie de cel puţin 20 la sută din valoarea totală a proiectului.

II. Prioritățile generale pentru anul 2024:

În cadrul Programului de Granturi vor fi susţinute proiectele care vor contribui la implementarea Strategiei de dezvoltare a sectorului de tineret „Tineret 2030" și a Programului de implementare a acesteia pentru anii 2023-2026, precum și alte documente de politici naționale în domeniul tineret.

Dezvoltarea capacităților umane și instituționale în cadrul sectorului de tineret prin realizarea lucrului de tineret calitativ, a proiectelor și programelor de tineret bazate pe necesitățile tinerilor, urmărind realizarea următoarele priorități:

❖ Instruirea, formarea și profesionalizarea lucrătorilor de tineret și a persoanelor resursă care lucrează cu tinerii;

❖ Dezvoltarea Rețelei Centrelor de tineret prin programe orientate spre consolidare instituțională, planificare, monitorizare și evaluare a calității programelor realizate;

❖ Promovarea și susținerea mobilității active în țară, în scopul dezvoltării competențelor tinerilor și lucrătorilor de tineret, precum și schimbului de experiențe și bune practici;

❖ Stimularea și consolidarea cooperării între instituțiile de lucru cu tinerii la nivel local (centre de tineret, organizații de tineret, biblioteci, case de cultură, școli de creație etc.) pentru creșterea gradului de informare și acces al tinerilor la proiecte, programe și servicii calitative de tineret la nivel local.

Sporirea și stimularea culturii de participare civică și decizională în rândul tinerilor prin programe de instruire, capacitare și împuternicire a tinerilor, inclusiv susținerea proiectelor cu caracter instersectorial, urmărind realizarea următoarele priorități:

❖ Promovarea și sporirea nivelului de conștientizare în rândul tinerilor a valorilor europene și beneficiilor asociate cu integrarea europeană, prin intermediul campaniilor, inițiativelor și proiectelor de tineret care contribuie la integrarea europeană a țării;

❖ Prevenirea și combaterea bullying-ului în rândul elevilor, dar și creșterea nivelului de conștientizare în rândul tinerilor cu privire la consecințele negative ale fenomenului de bullying;

❖ Realizarea activităților de voluntariat și capacitarea organizațiilor și persoanelor resursă din domeniu;

❖ Creșterea competențelor digitale în rândul tinerilor și susținerea activității de educație în domeniul mass-media;

❖ Stimularea participării tinerilor în procesul decizional, la nivel de instituție școlară, autoritate publică locală, precum și structuri de co-management la nivel local, prin activități orientate spre dezvoltarea de cunoștințe și competențe în rândul tinerilor;

❖ Consolidarea capacităților instituționale a autorităților publice locale și instituțiilor de lucru cu tinerilor în vederea implicării elevilor și tinerilor în procesele decizionale;

❖ Creșterea gradului de participare a tinerilor în comunitățile rurale prin capacitarea, instruirea și împuternicirea tinerilor organizatori comunitari și grupuri de inițiativă locale;

❖ Dezvoltarea abilităților antreprenoriale în rândul tinerilor, precum şi a serviciilor de orientare, consiliere şi calificare profesională în scopul sporirii accesului tinerilor la piața muncii;

❖ Susținerea proiectelor și inițiativele pentru tineri de tip: petrecere a timpului liber, promovare a modului sănătos de viață, activități și competiții sportive, activități cultural-artistice etc;

❖ Inițierea și realizarea programelor și activităților after-school pentru adolescenți și tineri, în special pentru cei din categoriile vulnerabile, prin consolidarea parteneriatului între școală - centre de tineret - organizații de tineret - comunitate.

Susținerea proiectelor de inovație socială și dezvoltare comunitară în rândul tinerilor, urmărind realizarea următoarele priorități:

❖ Dezvoltarea activităților de tineret și consolidarea structurilor de tineret din cadrul instituțiilor de învățământ formal (universități, colegii, școli etc.);

❖ Capacitarea instituțională și împuternicirea structurilor de autoguvernare a elevilor și studenților, inclusiv prin sporirea implicării acestora în procesele decizionale la nivelul instituției de învățământ;

❖ Crearea și consolidarea platformelor de informare și promovare a oportunităților de dezvoltare pentru tineri;

❖ Dezvoltarea mecanismelor sectoriale și intersectoriale de implicare a tinerilor proveniți din medii dezavantajate în vederea integrării sociale a acestora;

❖ Implicarea și sporirea oportunităților de participare a tinerilor vulnerabili, inclusiv din

categoria NEET, în cadrul proiectelor de dezvoltare comunitară;

❖ Dezvoltarea capacităților instituționale a organizațiilor și structurilor asociative de tineret, valorificarea potențialului tinerilor și organizațiilor de tineret de a dezvolta și implementa inițiative de inovație socială;

❖ Consolidarea capacității autorităților publice locale privind implementarea politicii în domeniul de tineret, inclusiv pe componenta de bugetare participativă.

Organizațiile aplicante vor înainta propuneri de programe și proiecte în concurs, pentru una sau mai multe priorități, conform obiectivelor anunțate. Acestea vor concura cu organizațiile care au aplicat în cadrul aceluiași obiectiv.

În cadrul proiectelor pot fi prevăzute următoarele tipuri de activități: campanii, cursuri, concursuri, târguri, simpozioane, festivaluri, forumuri, seminare, traininguri, instruiri, mese rotunde, expoziții, dezbateri, consultări, congrese, conferințe, schimburi de experiență bilaterale şi multilaterale, participări la evenimente internaționale, întâlniri oficiale, cursuri de instruire, realizarea unor emisiuni radio şi televizate, dezvoltarea și instituirea unor unor servicii/programe, activități de petrecere a timpului liber și de promovare a modului sănătos de viață, precum și alte acțiuni similare, specifice lucrului și sectorului de tineret.

III. Condiții specifice:

❖ În scopul asigurării dezvoltării continue a sectorului asociativ de tineret, se alocă mijloace financiare în sumă de maximum 1,5 milioane lei pentru susținerea proiectelor de tineret, înaintate de organizațiile care nu au mai beneficiat de finanțare prin intermediul prezentului concurs;

❖ Se va acorda prioritate proiectelor care vor include în proporție de 15%, din numărul total de beneficiari finali, tineri proveniți din medii dezavantajate, tineri reprezentanți ai minorităților etnice sau tineri NEET;

❖Se va acorda prioritate proiectelor care vor fi derulate în autoritățile administrativ-teritoriale în care serviciile și politicile de tineret sunt subdezvoltate;

❖Proiecte locale se consideră acele proiecte care sunt derulate în una sau mai multe localități dintr-o unitate administrativ-teritorială de nivel II. Proiecte regionale se consideră acele proiecte care au acoperire teritorială între 2 și 7 unități administrativ-teritoriale de nivelul II. Proiecte naționale se consideră acele proiecte care au acoperire teritorială mai mare de 8 UAT, reprezintă cel puțin 3 regiuni de dezvoltare;

❖ Este interzisă perceperea taxelor de participare la activitățile realizate în cadrul proiectelor finanțate prin intermediul Programului de Granturi al Agenției;

❖ Organizațiile care au beneficiat de suport financiar în cadrul Programului de Granturi pentru implementarea aceluiași proiect, pentru mai mult de 3 ediții consecutive, vor prezenta în formularul de aplicare impactul proiectului din perspectiva necesității asigurării continuității, precum și aspecte inovative în proiect.

IV. Valoarea grantului oferit:

La concurs pot fi depuse proiecte cu un buget maxim:

Pentru proiectele locale: 200 000 lei.

Pentru proiectele regionale: 400 00 lei.

Pentru proiectele naționale: 600 000 lei.

Pentru proiectele naționale cu element de subgrantare: 1 000 000 lei.
V. Procesul de aplicare
Dosarul de participare la concurs trebuie să includă:

# data[].attributes.attachment_link.title
Ministerul Educației și Cercetării | Guvernul Republicii Moldova

# data[].attributes.attachment_link.description
❖ La concurs pot participa organizațiile necomerciale de tineret din Republica Moldova care desfășoară proiecte şi programe cu impact pentru tineri. ❖ Organizațiile care participă la concurs trebuie să deţină personalitate juridică, ale căror scopuri statutare sunt orientate spre dezvoltarea personalității tinerilor şi integrarea lor în viaţa publică.