Getting to “Know” STEAM

Merrie Koester (University of South Carolina, USA)
Copyright: © 2017 |Pages: 85
EISBN13: 9781522532774|DOI: 10.4018/978-1-5225-2334-5.ch004
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This chapter describes the evolution of a personalized, arts-integrated approach to science curriculum inquiry which has been evolving since the 1990s—before even the national science standards, the acronym STEM, much less STEAM, appeared across educational horizons. It reads as ethnography and has been performed in community, in association with the most caring of souls, with the goal of achieving a more inclusive/empowering, aesthetic science education and a deep appreciation of the importance of the creative arts in the learning process. It presents two research-based iterations in STEAM education in practice: 1) the creation of arts-integrated middle school ocean science curricula and 2) the development of a pedagogical tool called the “Know”tation as a way for teachers and students to make learning visible and integrate the languages of science throughout the process of inquiry. The cases described in this chapter apply many features of the STEAM model developed in Chapter 1 of this book.
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