NYSASCD Journal

Spring 2017 Impact

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52 MST to STEAM Karen N. Bell, Ph.D. Karen N. Bell, Ph.D. is an Associate Professor, in the Department of Teaching and Learning and Director for the Center for Innovation in Education (CIE@NP) Email: bellk@newpaltz.edu Phone: 845-257-2804 Just when you thought you understood the STEM movement, it's been changed to STEAM (Science, Technology, Engineering, Art, and Math) with the inclusion of art, a recognition of the importance of expression and design. e essence of the intent of STEM and STEAM is that disciplines are not isolated things to be learned, but rather integrative processes to be used as tools (Myers & Berkowicz, 2015). In considering STEAM education, the focus is on implementation of these processes in the context of a situation with a problem that needs to be solved. Ideally, there are multiple solutions, so the emphasis shis away from right and wrong to which approaches are effective and efficient. In its implementation, design plays a critical role in the solutions to complicated problems. As a teacher educator, I encourage my students to be inquisitive and become immersed in the study of a topic within a context. What we study needs to make sense, be relevant and memorable for the students. What is new about STEAM? Nothing really, it's been with us all along, but we hadn't named it. In 1996, New York State issued its Mathematics, Science and Technology Standards (NYS MST) which became the scope of what was to be taught in K-12 education. In preparing future teachers for positions in NYS, this became the content for mathematics, science and technology. While the focus of this article is on New York State standards, they are derived

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