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The interaction of history and STEM learning goals in teacher-developed curriculum materials: opportunities and challenges for STEAM education

The interaction of history and STEM learning goals in teacher-developed curriculum materials: opportunities and challenges for STEAM education
The interaction of history and STEM learning goals in teacher-developed curriculum materials: opportunities and challenges for STEAM education
Although the integration of subjects in the curriculum has been advocated in recent years, there exist limited opportunities for teachers of different subjects to implement integrated curricula in schools collaboratively. In this paper, we consider history as a humanities subject that could be integrated with STEM and explore the diverse history-related learning goals found in teacher-developed STEAM curriculum materials. Using integrated STEAM curricula developed by 13 cross-subject teacher teams in Korea, we analyze the presentation of history-related learning goals in the curricula and report several patterns identified across the curricula. First, the majority of the curricula aimed for the learners to identify themselves in their regional and national histories, but other levels of identification were also aimed for. Second, all the curricula included goals related to historical analysis skills, which were sometimes integrated with scientific inquiry skills. Third, we found several goals related to eliciting students’ moral response to history, particularly when the curriculum topic concerned issues at the national level. Fourth, the integration of subjects allowed for exhibiting learners’ historical understanding through various activities and in explanatory, persuasive, and imaginative manners. Overall, the analysis pointed to several ways in which the goals of history learning can interact with those of STEM learning, which can be useful for future research and practice in integrated curriculum. We discuss some potential challenges of integrating history with STEM, such as issues that can arise from the use of the “nation” as a context for STEAM learning.
History education, Integrated curriculum, STEAM, Science education, Teacher collaboration
1598-1037
457-474
Park, Wonyong
eae3796e-fc99-43ba-98be-53ea5bdb14fc
Cho, Hohee
e172260d-908a-4974-a600-28e3f4ece5b5
Park, Wonyong
eae3796e-fc99-43ba-98be-53ea5bdb14fc
Cho, Hohee
e172260d-908a-4974-a600-28e3f4ece5b5

Park, Wonyong and Cho, Hohee (2022) The interaction of history and STEM learning goals in teacher-developed curriculum materials: opportunities and challenges for STEAM education. Asia Pacific Education Review, 23 (3), 457-474. (doi:10.1007/s12564-022-09741-0).

Record type: Article

Abstract

Although the integration of subjects in the curriculum has been advocated in recent years, there exist limited opportunities for teachers of different subjects to implement integrated curricula in schools collaboratively. In this paper, we consider history as a humanities subject that could be integrated with STEM and explore the diverse history-related learning goals found in teacher-developed STEAM curriculum materials. Using integrated STEAM curricula developed by 13 cross-subject teacher teams in Korea, we analyze the presentation of history-related learning goals in the curricula and report several patterns identified across the curricula. First, the majority of the curricula aimed for the learners to identify themselves in their regional and national histories, but other levels of identification were also aimed for. Second, all the curricula included goals related to historical analysis skills, which were sometimes integrated with scientific inquiry skills. Third, we found several goals related to eliciting students’ moral response to history, particularly when the curriculum topic concerned issues at the national level. Fourth, the integration of subjects allowed for exhibiting learners’ historical understanding through various activities and in explanatory, persuasive, and imaginative manners. Overall, the analysis pointed to several ways in which the goals of history learning can interact with those of STEM learning, which can be useful for future research and practice in integrated curriculum. We discuss some potential challenges of integrating history with STEM, such as issues that can arise from the use of the “nation” as a context for STEAM learning.

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Accepted/In Press date: 10 January 2022
e-pub ahead of print date: 29 January 2022
Published date: September 2022
Additional Information: Funding Information: We are grateful to Abigail Branford and two anonymous reviewers for their constructive feedback on the earlier versions of the manuscript. Publisher Copyright: © 2022, The Author(s).
Keywords: History education, Integrated curriculum, STEAM, Science education, Teacher collaboration

Identifiers

Local EPrints ID: 454587
URI: http://eprints.soton.ac.uk/id/eprint/454587
ISSN: 1598-1037
PURE UUID: f203dfa5-d8e5-4b32-bf78-75c6573651ee
ORCID for Wonyong Park: ORCID iD orcid.org/0000-0002-8911-5968

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Date deposited: 16 Feb 2022 17:46
Last modified: 17 Mar 2024 04:09

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Author: Wonyong Park ORCID iD
Author: Hohee Cho

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