Theoretical and Conceptual Framework for A STEAM-Based Integrated Curriculum

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Masooma Ali Al-Mutawah, Ruby Thomas, Nisha Preji, Yazan M. Alghazo, Enaz Yousef Mahmoud

Abstract

In the context of this changing world, children need to develop scientific knowledge through the integration of the 21st century skills that equip them to be better problem solvers. This article introduces such a STEAM activity that help students to integrate science, technology, engineering, art and mathematics in accomplishing a specific target. The theoretical and conceptual framework details the STEAM content, context, instructional approaches and learning domains at each stage, developed as a recommendation to the curriculum developers on how the current paradigm and practices of education can be further improved. According to their age and the depth of the curriculum content covered, the activity helps students to look for additional information and incorporate specific technological skills and artistic sense. The study investigates the dimensions of designing an integrated STEAM curriculum that fosters students’ cognitive and conceptual understanding through the five disciplines simultaneously. Moreover, the paper focuses on and emphasizes the pedagogical aspects of designing STEM curricula.


 

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