Stean Education and the Design of Learning Models MOE, TAS and COM

Authors

DOI:

https://doi.org/10.24310/Idiseno.2022.v17i.15683

Keywords:

Steam education, Virtual Learning Models, DESIGN, MOE, TAS, COM, MOE TAS E COM

Abstract

This work attempts to establish a dialogue between aspects of the STEAM Education concept and the design of virtual learning models MOE, TAS and COM. These models were developed for the teaching of Human Anatomy in the Dance Degree Course at the Federal University of Minas Gerais/Brazil. In this study, a literature review on STEAM Education was carried out to identify its most characteristic aspects - such as interdisciplinarity, problem solving and decision making, collaborative work and the innovative aspect - in order to relate to the process of design corresponding to the models. In this sense, it is important to highlight the relationships between the intended teaching, the choice of audiovisual elements and the collaborative possibilities and needs between the different areas.

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Author Biographies

Siane Paula de Araujo, Centro Federal de Educação Tecnológica de Minas Gerais, Brasil

Post-doctorate in Technological Education by CEFET-MG (2019-2021) with the Postgraduate Program in Technological Education and the Research Group on Analogies, Metaphors and Models in Technology, Education and Science (AMTEC). PhD in Arts from EBA/UFMG (2013-2017). Master in Language Studies (2010-2012) by Posling CEFET-MG. Graduated in Physical Education from EEFFTO/UFMG (2005-2009).

Luhan Dias Souza, Departamento de Artes Gráficas, Escola de Design. Universidade do Estado de Minas Gerais.

Doctor in Arts from the Graduate Program in Arts at EBA/UFMG. research line Arts and Interarts Experience in Education. Master of Arts in the same program and line of research. He also holds a degree in Visual Arts from EBA/UFMG. He has experience in the Arts field, with an emphasis on creating and critically analyzing visual and moving images. He works as a professor at the University of the State of Minas Gerais.

References

Bacich, L. y Holanda, L. (2020) STEAM: integrando as áreas para desenvolver competências. In: Bacich, L. y L. Holanda. (orgs.). STEAM em sala de aula: a aprendizagem baseada em projetos integrando conhecimentos na educação básica (pp. 12-22). Puerto Alegre: Penso.

Bear, M. F., Connors, B. W. y Paradiso, M. A. (2010) Neurociências: desvelando o sistema nervoso. Coordenação de tradução: Carla Dalmaz. 3. ed. Reimpressão. Puerto Alegre: Artmed.

Christófaro, G. C. (2015) Transcripción de la entrevista dada al primer autor de este trabajo (documento no publicado). Belo Horizonte/Brasil, 08 de julho de 2015. (pp. 1-7).

Cilleruelo, L. y Zubiaga, A. (2014) Una aproximación a la Educación STEAM. prácticas educativas en la encrucijada arte, ciencia y tecnología. In.: Jornadas de Psicodidáctica, Universidad del País Vasco, UPV/EHU, 1-18. Obtenido de https://www.augustozubiaga.com/web/wp-content/uploads/2014/11/STEM-TO-STEAM.pdf.

Dangelo, J. G. y Fattini, C. A. (2007) Anatomia humana sistêmica e segmentar. 3. ed. São Paulo: Atheneu.

English, L. D. (2017) Advancing elementary and middle school STEM Education. International Journal of Science and Mathematics Education, 15(1), 5-24.

Hardoim, E. L., Hardoim T. F. L., Nakamura, C. R. y Hardoim, A. H L. (2019) Educação científica inclusiva: experiências interdisciplinares possíveis para o ensino de biologia e ciências naturais empregando o método STEAM. Latin American Journal of Science Education, 6(1), 1-9. Obtenido de http://www.lajse.org/may19/2019_12056.pdf.

Lopes, T. B., Cangussu, E. S., Hardoim, E. L. y Guarim-Neto, G. (2017) Atividades de campo e STEAM: possíveis interações na construção de conhecimento em visita ao parque mãe bonifácia em cuiabá-mt. Revista REAMEC. Cuiabá - MT, 5 (2), 304-323. Obtenido de http://periodicoscientificos.ufmt.br/ojs/index.php/reamec.

Machado, E. S. y Júnior, G. G. (2019) Interdisciplinaridade na investigação dos princípios do STEM/STEAM education: definições, perspectivas, possibilidades e contribuições para o ensino de química. Scientia Naturalis, Rio Branco, 1(2), 43-57. Obtenido de http://revistas.ufac.br/revista/index.php/SciNat.

Netter, F. H. (2003) Atlas de anatomia humana. 3.ed. Puerto Alegre: Artmed; Elsevier Saunders.

Pereira H. y Ribeiro, J. (2019) Aprendizagens STEAM através de atividades de “caça” ao fóssil em contexto urbano. Revista de Ciência Elementar, 7(2), 1-4 doi.org/10.24927/rce2019.029.

Pugliesi, G. O. (2020) Um panorama do STEAM education como tendência global. In: L. Bacich; L. Holanda. (orgs.). STEAM em sala de aula: a aprendizagem baseada em projetos integrando conhecimentos na educação básica (pp.23-38). Puerto Alegre: Penso.

Shaughnessy, M. (2013) By way of introduction: Mathematics in a STEM context. Mathematics Teaching in the Middle School, 18(6), 324.

Watson, A. D. y Watson, G. H. (2013) Transitioning STEM to STEAM: reformation of engineering education. The Journal for Quality & Participation. October, 1-4. Obtenido de www.asq.org/pub/jqp.

Published

2022-12-25

How to Cite

de Araujo, S. P., & Dias Souza, L. (2022). Stean Education and the Design of Learning Models MOE, TAS and COM. I+Diseño. Revista Científica De Investigación Y Desarrollo En Diseño, 17, 23–34. https://doi.org/10.24310/Idiseno.2022.v17i.15683

Issue

Section

Investigation