G.A. STEM Project: Gaming through Cultural Heritage
DOI:
https://doi.org/10.55630/dipp.2019.9.29Keywords:
STEM, Arts, Mini-games, Design ThinkingAbstract
The article introduces G.A.STEM project aiming at improving STEM (Science, Technology, Engineering, Math) skills acquisition through the use of Arts and mini-games design and development. The project favors STEM learning through valorization and re-evaluation of cultural heritage coming from the promotion of art-works and cultural exchanging among partner countries (Finland, Italy, Belgium, and Estonia), considering art as an effective interconnector focused on problem-oriented creativity development. The work summarizes the intermediate results achieved so far according to the project’s progress.References
Beier, M. E., Miller, L. M., & Wang, S. (2012). Science games and the development of scientific possible selves. Cultural studies of science education, 7(4) , 963-978.
Borge, M., & White, B. (2012). Supporting STEM learning with gaming technolo-gies: Principles for effective design C3. AAAI Workshop - Technical Report. WS-12-17 , 44-50.
Bourgonjon, J., Valcke, M., Soetaert, R., & Schellens, T. (2010). Students’ percep-tions about the use of video games in the classroom. Computers & Education, 54(4) , 1145- 1156.
Buckingham, D. (2007). Youth, identity, and digital media. the MIT Press.
Chee, Y. S. (2012). Possession, profession, and performance: Epistemological considerations for effective game-based learning. Interactive and Digital Media for Education in Virtual Learning Environments , 1-18.
Cheung, A. C., & Slavin, R. E. (2013). The effectiveness of educational technology applications for enhancing mathematics achievement in K-12 classrooms: A metaanalysis. Educational research review, 9 , 88-113.
Colucci-Gray, L., Trowsdale, J., Cooke, C. F., Davies, R., Burnard, P., & Gray, D. S. (2017). Reviewing the potential and challenges of developing STEAM education through creative pedagogies for 21st learning: how can school curricula be broadened towards a more responsive, dynamic, and inclusive form of education?
Connolly, T. M., Boyle, E. A., MacArthur, E., Hainey, T., & Boyle, J. M. (2012). A systematic literature review of empirical evidence on computer games and serious games. Computers & Education, 59(2) , 661-686.
Connor, A., Karmokar, S., & Whittington, C. (2015). From STEM to STEAM: Strategies for enhancing engineering & technology education. International Journal of Engineering Pedagogy, 5(2) , 37-47.
Dallari, M., & Francucci, C. (2001). L'esperienza pedagogica dell'arte. La nuova Italia.
DeSimone, C. (2014). The necessity of including the arts in STEM. Paper presented at the 2014 IEEE Integrated STEM Education Conference.
Evans, M. A., Pruett, J., Chang, M., & Nino, M. (2014). Designing personalized learning products for middle school mathematics: The case for networked learning games. Journal of Educational Technology Systems, 42(3) , 235-254.
Grønmo, L. S., & Olsen, R. V. (2006). TIMSS versus PISA: The case of pure and applied mathematics. Paper presented at the 2nd IEA International Research Conference.
Hetland, L. (2013). Studio thinking 2: The real benefits of visual arts education. Teachers College Press.
Hunter-Doniger, T., & Sydow, L. (2016). A journey from STEM to STEAM: A middle school case study. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 89(4-5) , 159-166.
Jolly, A. (2014). STEM vs. STEAM: Do the arts belong. Education Week, 18, 16 .
Ke, F. (2014). An implementation of design-based learning through creating educational computer games: A case study on mathematics learning during design and computing. Computers & Education, 73 , 26-39.
Leonard, J., Buss, A., Gamboa, R., Mitchell, M., Fashola, O. S., Hubert, T., & Almughyirah, S. (2016). Using Robotics and Game Design to Enhance Chil-dren’s Self-Efficacy, STEM Attitudes, and Computational Thinking Skills. Journal of Science Education and Technology, 25(6), doi: 10.1007/s10956-016-9628-2 , 860- 876.
Maeda, J. (2013). Stem+ art= steam. The STEAM journal, 1(1) , 34.
Masso, N., & Grace, L. (2011). Shapemaker: A game-based introduction to programming C3. Proceedings of CGAMES'2011 USA - 16th International Conference on Computer Games: AI, Animation, Mobile, Interactive Multimedia, Educational and Serious Games, doi: 10.1109/CGAMES.2011.6000334 , (pp. 168- 171).
Mishra, P., Koehler, M., & Henriksen, D. (2011). The 7 trans-disciplinary habits of mind: Extending the TPACK framework towards 21st Century Learning (Vol. 11).
Montessori, M. (1970). Come educare il potenziale umano. Garzanti.
Moyer, L., Klopfer, M., & Ernst, J. V. (2018). Bridging the arts and computer sci-ence: engaging at-risk students through the integration of music. Technology and Engineering Teacher, 77(6) , 8-12.
OECD. (2016). Education at a Glance 2016.
P. Moses, R., & E. Cobb Jr, C. (2001). Radical Equations: Math Literacy and Civil Rights (Vol. 36).
Posamentier, A. S. (2007). The fabulous Fibonacci numbers. Prometheus Books.
Serrano-Laguna, A., Torrente, J., Manero, B., & Fernandez-Manjon, B. (2015). A game engine to learn computer science languages C3. Proceedings - Frontiers in Education Conference, FIE. 2015-February(February). doi: 10.1109/FIE.2014.7044112.
Sherry, J. L. (2013). Formative research for STEM educational games: Lessons from the Children’s Television Workshop. Zeitschrift für Psychologie, 221(2) , 90.
Simpson Steele, J., Fulton, L., & Fanning, L. (2016). Dancing with STEAM: Creative movement generates electricity for young learners. Journal of Dance Education, 16(3) , 112-117.
Sousa, D. A., & Pilecki, T. (2013). From STEM to STEAM: Using brain-compatible strategies to integrate the arts. Corwin Press.
Storksdieck, M. (2011). STEM or STEAM. The Art of Science Learning.
Tzou, C., Carsten-Conner, L., Pompea, S., & Guthrie, M. (2014). Colors Of Nature: Connecting Science and Arts Education to Promote STEM-Related Identity Work in Middle School Girls (Vol. 3).
