The potential benefits of divergent thinking and metacognitive skills in STEAM learning: A discussion paper


Autoria(s): McAuliffe, Marisha B.
Data(s)

03/05/2016

Resumo

In the wake of an almost decade long economic downturn and increasing competition from developing economies, a new agenda in the Australian Government for science, technology, engineering, and mathematics (STEM) education and research has emerged as a national priority. However, to art and design educators, the pervasiveness and apparent exclusivity of STEM can be viewed as another instance of art and design education being relegated to the margins of curriculum (Greene, 1995). In the spirit of interdisciplinarity, there have been some recent calls to expand STEM education to include the arts and design, transforming STEM into STEAM in education (Maeda, 2013). As with STEM, STEAM education emphasises the connections between previously disparate disciplines, meaning that education has been conceptualised in different ways, such as focusing on the creative design thinking process that is fundamental to engineering and art (Bequette & Bequette, 2012). In this article, we discuss divergent creative design thinking process and metacognitive skills, how, and why they may enhance learning in STEM and STEAM.

Formato

application/pdf

Identificador

http://eprints.qut.edu.au/95283/

Relação

http://eprints.qut.edu.au/95283/3/95283.pdf

McAuliffe, Marisha B. (2016) The potential benefits of divergent thinking and metacognitive skills in STEAM learning: A discussion paper. International Journal of Innovation, Creativity and Change, 2(3). (In Press)

Direitos

Copyright 2016 International Journal of Innovation, Creativity and Change

Fonte

School of Design; Creative Industries Faculty

Palavras-Chave #130103 Higher Education #130200 CURRICULUM AND PEDAGOGY #130202 Curriculum and Pedagogy Theory and Development #130205 Humanities and Social Sciences Curriculum and Pedagogy (excl. Economics Business and Management) #130208 Mathematics and Numeracy Curriculum and Pedagogy #130212 Science Technology and Engineering Curriculum and Pedagogy
Tipo

Journal Article