Abstract
These objectives of the study are 1) to design STEAM education using Design Thinking Process through Virtual Communities of Practice (STEAM-DT-VCoPs), and 2) to evaluate the designed STEAM-DT-VCoPs. It divides the research procedures into two phases. The first phase is to design STEAM-DT-VCoPs, and the second phase is to evaluate the STEAM-DT-VCoPs. The sample group of this study comprises fourteen experts selected by purposive sampling. The arithmetic mean and standard deviation analyzed data. The research findings are: 1) The STEAM-DT-VCoPs comprise three steps are 1.1) the role of virtual communities of STEAM practice 1.2) Design Thinking Process through Virtual Communities of Practice, and 1.3) the various disciplines in STEAM education. 2) The experts agree that STEAM-DT-VCoPs is the highest level of appropriateness.
Highlights
STEAM (Science, Technology, Engineering, Arts, and Mathematics) curriculum integrates the arts and STEM subjects to enhance student participation, imagination, innovation, problem-solving skills, and other cognitive benefits (Liao, 2016), and employability skills required for career and economic development (Colucci-Gray et al, 2017)
This study was divided into two phases which are (1) The study that related to theories, research and experts’ opinion, (2) Evaluation on the STEAM-Design Thinking (DT)-VCoPs
Overcoming some of the most significant obstacles faced by conventional knowledge management (KM) networks is one of the most popular applications of Virtual Communities of Practice, as follows: 4.1.1 Capturing Tacit Knowledge
Summary
STEAM (Science, Technology, Engineering, Arts, and Mathematics) curriculum integrates the arts and STEM subjects to enhance student participation, imagination, innovation, problem-solving skills, and other cognitive benefits (Liao, 2016), and employability skills required for career and economic development (Colucci-Gray et al, 2017). Virtual Communities of Practice (VCoPs) in the postsecondary learning environment will support students and professors at the college level. More students may engage in experiments or other “hands-on” implementations of what they are studying thanks to VCoPs. Web 2.0 could help researchers communicate more effectively. CoPs at the postsecondary level have valuable experiential learning experiences, such as student study projects. This professor-student partnership promotes information dissemination within their CoP, but it produces a byproduct that can be utilized by other cultures. Based on the study, this development establishes evidence-based recommendations for using STEAM-DT-VCoPs, which could be used to inform implementation of general practice training
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