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

McAuliffe, Marisha (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), pp. 71-82.

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Abstract

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.

Impact and interest:

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ID Code: 95283
Item Type: Journal Article
Refereed: Yes
Additional URLs:
Keywords: Thinking, divergent, convergent, design, STEM, STEAM, design process, education, HERN
ISSN: 2201-1323
Subjects: Australian and New Zealand Standard Research Classification > EDUCATION (130000) > EDUCATION SYSTEMS (130100) > Higher Education (130103)
Australian and New Zealand Standard Research Classification > EDUCATION (130000) > CURRICULUM AND PEDAGOGY (130200)
Australian and New Zealand Standard Research Classification > EDUCATION (130000) > CURRICULUM AND PEDAGOGY (130200) > Curriculum and Pedagogy Theory and Development (130202)
Australian and New Zealand Standard Research Classification > EDUCATION (130000) > CURRICULUM AND PEDAGOGY (130200) > Humanities and Social Sciences Curriculum and Pedagogy (excl. Economics Business and Management) (130205)
Australian and New Zealand Standard Research Classification > EDUCATION (130000) > CURRICULUM AND PEDAGOGY (130200) > Mathematics and Numeracy Curriculum and Pedagogy (130208)
Australian and New Zealand Standard Research Classification > EDUCATION (130000) > CURRICULUM AND PEDAGOGY (130200) > Science Technology and Engineering Curriculum and Pedagogy (130212)
Divisions: Current > Schools > School of Design
Current > QUT Faculties and Divisions > Creative Industries Faculty
Copyright Owner: Copyright 2016 International Journal of Innovation, Creativity and Change
Deposited On: 03 May 2016 01:47
Last Modified: 24 May 2016 22:43

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