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Transdisciplinary STEAM education: opportunities for thinking, doing and being beyond the already known?
Stockholm University, Stockholm, Sweden.ORCID-id: 0000-0001-5417-7432
Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap. (RECEUM; UmSER)ORCID-id: 0000-0001-7273-5442
University of Gävle, Gävle, Sweden.ORCID-id: 0000-0003-3412-8486
Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap. (RECEUM)
2024 (Engelska)Ingår i: NERA 2024: programme, 2024Konferensbidrag, Muntlig presentation med publicerat abstract (Refereegranskat)
Abstract [en]

In this workshop, we welcome researchers interested in transdisciplinary learning and questions of traversing norms within education - from preschool to higher education. Together we will explore the potentialities of merging STEM (Science, Technology, Engineering, Mathematics) and Arts (dance, drama, music, visual arts) into STEAM. 

The concept of STEAM education has become increasingly influential in many parts of the world during the last years. STEAM education is promoted as an arena for developing transdisciplinary knowledge and fostering innovative thinkers who can meet the demands of the future in sustainable ways (Ingold, 2019). One additional argument behind STEAM education is to motivate underrepresented groups, particularly girls, to engage with STEM (European Committee of the Regions, 2019; Ng & Ferguson, 2020). According to research, gender norms connected to STEM and to the arts, imply that some students, thinkings and doings are recognised by teachers and peers, whereas others are not. For example, girls and women have a more narrow space for participating and being recognised as learners in STEM (e.g. Heeg & Avraamidou, 2021; Stephenson, Fleer & Fragkiadaki, 2022), while boys and men have a more narrow space for participating and being recognised as learners in Arts (e.g. Hentschel, 2018; Oliver & Risner, 2017). This implies that children and students face different kinds of normative constraints when they are expected to engage with the world through separate disciplines, that is scientifically, technologically, artistically, engineeringly or mathematically. As we see it, transdisciplinary STEAM education harbours the potential to form new and norm-challenging ways of teaching and learning (Areljung & Günther-Hanssen, 2022). 

The transdisciplinary explorations during the workshop will focus on verbs connected to STEM and Arts. You do not need any specific background in STEM or Arts to participate. Expected outcomes are that the workshop will open up to new ways of being and learning, beyond current gender norms connected to different disciplines in education.

Ort, förlag, år, upplaga, sidor
2024.
Nationell ämneskategori
Utbildningsvetenskap
Forskningsämne
pedagogiskt arbete
Identifikatorer
URN: urn:nbn:se:umu:diva-224345OAI: oai:DiVA.org:umu-224345DiVA, id: diva2:1857904
Konferens
NERA 2024, Malmö, Sweden, March 6-8, 2024
Ingår i projekt
STEAM-undervisning i förskolan: En möjlighet att överskrida könsnormer med koppling till estetiska uttrycksformer, naturvetenskap, teknik och matematik?, Vetenskapsrådet
Forskningsfinansiär
Vetenskapsrådet, 2022-03330Tillgänglig från: 2024-05-15 Skapad: 2024-05-15 Senast uppdaterad: 2024-05-15Bibliografiskt granskad

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NERA 2024 Programme

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Areljung, SofieLindqvist, Anna

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Av författaren/redaktören
Günther-Hanssen, AnnaAreljung, SofieMagnusson, Lena O.Lindqvist, Anna
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Institutionen för tillämpad utbildningsvetenskap
Utbildningsvetenskap

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