The Apiscope Buzz: A Mixed Methods Action Research Project Investigating STEM to STEAM Using the Apiscope as a Tool for Differentiated Teaching and Learning

Autor/inn/en	Riley, Tracy; Noble, Anne
Institution	Teaching and Learning Research Initiative (New Zealand)
Titel	The Apiscope Buzz: A Mixed Methods Action Research Project Investigating STEM to STEAM Using the Apiscope as a Tool for Differentiated Teaching and Learning
Quelle	(2021), (20 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	STEM Education; Art Education; Individual Differences; Teaching Methods; Learning Processes; Individual Instruction; Course Content; Interdisciplinary Approach; Creativity; Authentic Learning; Outcomes of Education; Experiential Learning; Observation; Entomology; Action Research; Grade 7; Grade 8; Foreign Countries; Authors; Artists; Specialists; Middle School Teachers; Middle School Students; Achievement Tests; Program Implementation; Teacher Workshops; Program Development; Professional Isolation; Role Perception; Researchers; Literacy Education; Music Education; Video Technology; Student Attitudes; New Zealand + Suchen Sie Ihr Suchwort? STEM; Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Individueller Unterschied; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Individuelles Lernen; Kursprogramm; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Kreativität; Lernleistung; Schulerfolg; Experiental learning; Erfahrungsorientiertes Lernen; Beobachtung; Entomologie; Projektforschung; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; Ausland; Author; Autor; Autorin; Artiste; Artist; Künstler; Künstlerin; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Student; Students; Schüler; Schülerin; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Programmplanung; Role conception; Rollenverständnis; Researcher; Forscher; Musikerziehung; Schülerverhalten; Neuseeland
Abstract	This Teaching and Learning Research Initiative (TLRI) project was a 2-year exploratory study focusing on differentiating the curriculum in response to individual learner differences. The project was designed to explore learning and teaching of differentiated scientific content through observational processes and the expression of that learning through the creative arts. The authors set out to explore how the study of a living system could provide a context for STEM (science, technology, engineering, and mathematics) content that is conceptual, complex, and sophisticated. The authors wondered how accessing rich content, through authentic, experiential observational processes, would encourage students to express their learning artistically, shifting from STEM to STEAM learning. Throughout the project and underpinning all aspects of the research, the authors sought to understand how differentiation, as a response to learner differences, was enacted by teachers. The authors found that by embedding the arts within the rich content provided by the study of bees through authentic, experiential observational processes facilitated collaboration and creation of artistic products. Integrating the arts into the curriculum enlivened the content, introduced creative processes alongside scientific exploration and discovery, and resulted in authentic, real-world learning outcomes through student exploration of complex living systems and real-world environmental problems. (ERIC).
Anmerkungen	Teaching and Learning Research Initiative. Available from: New Zealand Council for Educational Research. P.O. Box 3237, Wellington 6140 New Zealand. Tel: +64-4384-7939; Fax: +64-4384-7933; e-mail: tlri@nzcer.org.nz; Web site: http://www.tlri.org.nz
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01