Abstract:
The project focuses on the interdisciplinary approach to STEAM education and visualization of creative thinking methods through online/ blended learning. In order to strengthen EdUHK students’ ability in design of teaching and implementation of STEAM education and expand project impact, the project team from the CCA, MIT and SES departments will invite about 50 student-teachers in STEAM related disciplines and 4 primary and secondary schools to join the project to establish a collaborative team.
Expressing with visual language is the strength of Visual Arts discipline. The collaborative team will adopt a 5-stage of design thinking process to visualize creative STEAM teaching, including: 1) define the elements of STEAM education—using different perspectives and solutions to propose and solve problems; 2) investigate and research STEAM related topics, deconstruct the knowledge, principles, and skills of different disciplines behind these topics; 3) generate and confirm STEAM topics based on the creative and mental growth of primary and secondary school students; 4) develop STEAM teaching design and teaching materials for blended learning and guide school students to construct and produce creative prototypes; 5) evaluate the learning outcomes, publish teaching samplers and videos that provide online demonstrations through QR codes; organize seminars, an exhibition and guided tours to disseminate the project and showcase student achievements.
Code:
T0252
Principal Project Supervisors:
Keywords provided by authors:
Start Date:
01 Dec 2020
End Date:
31 May 2022
Status:
Completed
Result:
STEAM education aims to cultivate talents who are creative and think like artists through interdisciplinary activities (Jon & Chung, 2015). After forming four collaborative groups, the project team visualized the STEAM instructional design and implementation process they built in the form of photos, videos, prototypes, and interview videos. These creative thinking process have been shared in EdUHK's gallery, virtual exhibition, published teaching materials, conferences and sharing sessions. Judging from the results of 56 questionnaires collected on the opening day of the exhibition and the comments of external experts, the STEAM teaching designed by the four groups has been recognized.
The project team used the 5-level taxonomy of creative design proposed by Nilsson (2011) to assess primary and secondary school students' learning outcomes. They are imitation, variation, combination, transformation and original creation respectively. After the trial teachings, the four collaborative groups were interviewed. They pointed out that the learning process and creative performance of primary and secondary school students have surpassed the level of combination and reached the level of transformation level. Some primary and seconda1y school students were interviewed after completing the STEAM project. They said that they could combine [the learned knowledge and skill] for future learning, and such creative and presentation experiences could help senior secondary school students further develop their SBA portfolios.
Impact:
Tangible and intangible outcomes help the project team members and frontline teachers to enrich relevant courses. The publication of teaching materials can provide more pre-service teachers and school teachers with specific examples of STEAM teaching, benefiting pre-service teachers, primary and secondary school teachers and students. The thinking process and experience of STEAM teaching constructed by pre-service teachers and school teachers also benefited the courses taught by the project team members, such as ART 2207 Nurturing Creativity through Visual Arts Activities, SCG3027 Creativity in STEM Invention, INT4060 Designing STEM Activities with Integrated Engineering and Mathematics.
Due to the severity of the epidemic, the university has restricted the entry of outsiders to the campus, making it challenging to hold guided tours, workshops, and large-scale teacher seminars. In order to allow more people to understand the creative design thinking process of constructing STEAM teaching and appreciate the creative learning and teaching achievements, the project team has created a virtual exhibition, which includes a guided tour hosted by preservices teachers, sharing videos of 4 STEAM teaching groups, and brief introductions and highlights of the creative process of the 4 participating schools in constructing STEAM teaching, for the reference of school teachers and the public visiting the virtual exhibition.
Deliverables:
Books/ Book Chapters/ Journal Articles/ Conference Papers
黃素蘭（主編）（2022）。《綜合的STEAM教學》。香港：香港教育大學文化及藝術學系。（https://www.hksea.org.hk/reference）
Seminars/Presentations/Sharing Sessions
黃素蘭（2021年12月10日至31日）STEAM教學設計及成果展，教育大學文化與創意藝術學系畫廊（參加人數：90）。
黃素蘭（2021年12月11日至13日）， STEAM教學設計及成果展導賞，教育大學文化與創意藝術學系畫廊（共3節）（參加人數：237中小學生）。
黃素蘭（2021年12月22日）FlipaClip網上工作坊［網上講座］。（參加人數：168）
黃素蘭（2021年8月13日）Tinkercad與擴增實景工作坊［網上講座］。（參加人數：73）(https://www.wcaea.org/post/wcaea-8th-symposium-august-webinar-summary-as...)
黃素蘭（2022年8月5日及12日）：綜合的STEAM教學教材分享會［網上講座］（參加人數： 180名老師及在職老師）。
黃素蘭（2021年8月29日）《跨越與共生－全球疫情脈絡下的視覺藝術教育》，第八屆世華大會第二季分會〈網上分享〉。（參加人數：300）。
Wong, S. L., & Zhong, S. S. (2022, July 22). TDG Project Seminar: Visualization of Creative Thinking through Online STEAM Teaching [Webinar]. The Education University of Hong Kong. (https://www.eduhk.hk/lttc2013/view.php?secid=54771) (Number of participants: 40)
Teaching and Learning Resources/ Materials (including online resources)
黃素蘭（2021年12月16日）視藝師語《STEAM與STEM教育的分別》。星島日報，F3。
STEAM教學設計及成果虛擬展覽（http://steameducationcca.eduhk.hk/vr/index.htm）
教學設計及成果展《通過在線STEAM教學使創意思維可視化》計劃（ 4 條視訊影片）(https://www.youtube.com/channel/UChakDvkOR9enhBcZG7Yf6RQ)
Financial Year:
2020-21
Type:
TDG