TY - JOUR
T1 - Catching the Big Fish
T2 - A 4E-Cognition Approach to Creativity in STEAM Education
AU - Videla, Ronnie
AU - Veloz, Tomas
AU - Pino, María Carolina
N1 - Funding Information:
We thank Francisca Meza and Juan Pab lo Valdes, the design-engineering students who designed and manufactured the buoy prototype to measure water quality at the Emerging Interfaces Center of the Design Lab of the Adolfo Ibáñez University, Santiago de Chile. The second author was supported by Grant ID# 61733 John Templeton Foundation.
Funding Information:
We thank Francisca Meza and Juan Pablo Valdes, the design-engineering students who designed and manufactured the buoy prototype to measure water quality at the Emerging Interfaces Center of the Design Lab of the Adolfo Ibáñez University, Santiago de Chile. The second author was supported by Grant ID# 61733 John Templeton Foundation.
Funding Information:
The creation of a buoy to measure water quality was financed by the Production Development Corporation, Corfo Innovation Voucher 2018, Santiago of Chile.
Publisher Copyright:
© 2023 Vrije Universiteit Brussel. All rights reserved.
PY - 2023/4
Y1 - 2023/4
N2 - > Context • The 4E approach proposes an alternative framework to understanding cognition and learning. However, its application to the study of creativity from new educational approaches such as STEAM is incipient. > Problem • How can the 4E approach that fosters creativity be implemented in STEAM education, through participation in technology-mediated learning ecosystems? > Method • Through face-to-face ethnographic participant observation, we observe students engaging in creative activities suggested by our theoretical approach. We use these observations to illustrate our theoretical approach. > Results • Our examples show the many possibilities to encourage creativity by participating in STEAM educational environments that promote design and prototyping with technologies. We highlight collaborative work, disciplinary integration and learning by doing, characteristics of the STEAM approach, which favor the implementation of the 4E approach. > Implications • The STEAM approach encourages creativity and learning that gives primacy to training processes over final products, so it is consistent with the 4E approach. > Constructivist content • We adhere to the 4E approach to cognition: embodied, enacted, embedded and extended.
AB - > Context • The 4E approach proposes an alternative framework to understanding cognition and learning. However, its application to the study of creativity from new educational approaches such as STEAM is incipient. > Problem • How can the 4E approach that fosters creativity be implemented in STEAM education, through participation in technology-mediated learning ecosystems? > Method • Through face-to-face ethnographic participant observation, we observe students engaging in creative activities suggested by our theoretical approach. We use these observations to illustrate our theoretical approach. > Results • Our examples show the many possibilities to encourage creativity by participating in STEAM educational environments that promote design and prototyping with technologies. We highlight collaborative work, disciplinary integration and learning by doing, characteristics of the STEAM approach, which favor the implementation of the 4E approach. > Implications • The STEAM approach encourages creativity and learning that gives primacy to training processes over final products, so it is consistent with the 4E approach. > Constructivist content • We adhere to the 4E approach to cognition: embodied, enacted, embedded and extended.
KW - 21st century skills
KW - 4E approach
KW - creativity
KW - STEAM education
UR - http://www.scopus.com/inward/record.url?scp=85165661134&partnerID=8YFLogxK
M3 - Article
AN - SCOPUS:85165661134
VL - 18
SP - 295
EP - 307
JO - Constructivist Foundations
JF - Constructivist Foundations
SN - 1782-348X
IS - 2
ER -