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MSTM213
From STEM to STEAM
STEAM is an educational approach to learning in which Science, Technology, Engineering, Arts and Mathematics are used to guide people’s inquiry, creativity, problem solving, dialogue, and critical thinking. This approach attempts to integrate STEM and art disciplines through creative and collaborative approaches. Through this module, students will have the opportunity to discuss the way education systems and the world of work are once again turning to innovation as the way to ensure a prosperous future. Methods and processes of how to integrate Art and STEM to create knowledge and critically analyse the world around us will be explored.
By the end of this programme, participants should be able to:
a. Develop a creative STEAM project for a target audience of their choice
b. Use different art forms to instil critical thinking, curiosity, passion, and thinking outside the box in science and technology through case studies.
c. Identify good STEAM practices and implement them to reach different goals and target audiences.
d. Collaborate in a team, through sharing of ideas, critical thinking and creativity
a. Develop understanding of the importance of STEM professionals to be effective communicators.
b. Outline methods and processes available for the integration of arts in STEM through theory and practice.
c. Creative tools, various art forms and approaches to engage different target audiences, in terms of gender, age, interests etc. in society.
a. Communicate through using different media and communication tools.
b. Reflect through conversation and dialogue as key tools to facilitate learning.
c. Apply creative tools and different art forms to communicate about research or explain a subject of interest.
d. Recognise different art forms that can be used to engage various audiences, including citizens.
e. Identify their own artistic abilities and/or interests.
This programme adopts continuous and summative methods of assessment including assignments, online tasks, reflective journals, projects and video presentations. For further details, kindly refer to the Teaching, Learning and Assessment Policy and Procedures.
1. Braund, M and Reiss, M (2019) The ‘Great Divide’: How the Arts Contribute to Science and Science Education, Canadian Journal of Science Mathematics and Technology Education.
2. Segarra, V. A., Natalizio, B., Falkenberg, C. V., Pulford, S., & Holmes, R. M. (2018). STEAM: Using the Arts to Train Well-Rounded and Creative Scientists. Journal of microbiology & biology education, 19(1), 19.1.53. https://doi.org/10.1128/jmbe.v19i1.1360 https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5969448/
3. Wright, Alexa & Linney, Alf. (2006). The art and science of a long-term collaboration. https://www.ucl.ac.uk/conversation-piece/Wright_Linney%20N_Cpaper.pdf
1. https://thepoetryofscience.scienceblog.com/
2. Lehmann, J., Gaskins, B. Learning scientific creativity from the arts. Palgrave Commun 5, 96 (2019). https://doi.org/10.1057/s41599-019-0308-8 https://www.nature.com/articles/s41599- 019-0308-8
3. Greer, S., Alexander, H., Baldwin, T. O., Freeze, H. H., Thompson, M., Hunt, G., & Snowflack, D. R. (2018). The Art of Science Communication-A Novel Approach to Science Communication Training. Journal of microbiology & biology education, 19(1), 19.1.26. https://doi.org/10.1128/jmbe.v19i1.1547
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