Civic Engagement in the STEAM Classroom: Taking “Teaching of Sewage Purification System” as an Example

Civic Engagement in the STEAM Classroom: Taking “Teaching of Sewage Purification System” as an Example



Abstract Views
152

Downloads
141

Citations

Share

##plugins.themes.bootstrap3.article.sidebar##

Table of Contents

##plugins.themes.bootstrap3.article.main##

Civic engagement is more and more critical in this modern society since it can promote the development of society. In Hong Kong, the Education Bureau allows schools to implement civic education through multiple approaches. In this background, the authors' school tries to develop a curriculum to cultivate students' sense of citizenship, which increases students' care and participation in the community. We try to integrate STEAM education and citizenship teaching and let students explore society's responsibility through an integrated curriculum approach. This article shares the practical experience of using STEAM education to facilitate junior high school students' understanding of citizenship and suggests coping with the challenges. The study found that students could construct the value and meaning of STEAM education. Also, students could develop a sense of citizenship after the lessons. Finally, students with low academic achievement could build learning confidence through the integrated curriculum.

Keywords: Civic Engagement, Civic Education, Integrated Curriculum, STEAM Education
  1. Campbell, D. E. (2019). What social scientists have learned about civic education: A review of the literature. Peabody Journal of Education, 94(1), 32-47.  |   Google Scholar
  2. Condon, M., & Wichowsky, A. (2018). Developing citizen-scientists: Effects of an inquiry-based science curriculum on STEM and civic engagement. The Elementary School Journal, 119(2), 196-222.  |   Google Scholar
  3. Curriculum Development Council [The Government of Hong Kong Special Administrative Region] (2021). Values education curriculum framework (Pilot Version). Hong Kong: Education Bureau.  |   Google Scholar
  4. de Roock, R. S., & Baildon, M. (2019). MySkillsFuture for students, STEM learning, and the design of neoliberal citizenship in Singapore. Cognition and Instruction, 37(3), 285-305.  |   Google Scholar
  5. Dewantara, J. A., Suhendar, I. F., Rosyid, R., & Atmaja, T. S. (2019). Pancasila as ideology and characteristics civic education in Indonesia. International Journal for Educational and Vocational Studies, 1(5), 400-405.  |   Google Scholar
  6. Eshbekovich, P. J. (2020). "STEAM"-education as an innovative approach to the development of vocational training for students. European Journal of Research and Reflection in Educational Sciences, 8(3), 101-105.  |   Google Scholar
  7. Fong, C. P., & To, S. M. (2022). Civic engagement, social support, and sense of meaningfulness in life of adolescents living in Hong Kong: Implications for social work practice. Child and Adolescent Social Work Journal. https://doi.org/10.1007/s10560-022-00819-7  |   Google Scholar
  8. Galston, W. A. (2007). Civic knowledge, civic education, and civic engagement: A summary of recent research. International Journal of Public Administration, 30(6-7), 623-642.  |   Google Scholar
  9. Jantakun, T., Jantakun, K., & Jantakoon, T. (2021). STEAM education using design thinking process through virtual communities of practice (STEAM-DT-VCoPs). Journal of Educational Issues, 7(1), 249-259.  |   Google Scholar
  10. Mahmudovna, M. M., Normuhammadovna, M. N., Rakhimovna, M. N., & Mamajonovna, T. F. (2022). Use Of Modern Pedagogical Technologies in Teaching Chemistry, And Understand the Steam Method. Eurasian Scientific Herald, 4, 111-114.  |   Google Scholar
  11. Ortiz-Revilla, J., Adúriz-Bravo, A., & Greca, I. M. (2020). A framework for epistemological discussion on integrated STEM education. Science & Education, 29(4), 857-880.  |   Google Scholar
  12. Perignat, E., & Katz-Buonincontro, J. (2019). STEAM in practice and research: An integrative literature review. Thinking Skills and Creativity, 31, 31-43.  |   Google Scholar
  13. Singh, M. (2021). Acquisition of 21st Century Skills Through STEAM Education. Academia Letters, Article 712. https://doi.org/10.20935/AL712.  |   Google Scholar
  14. Timotheou, S., & Ioannou, A. (2021). Collective creativity in STEAM Making activities. The Journal of Educational Research, 114(2), 130-138.  |   Google Scholar
  15. White, D., & Delaney, S. (2021). Full STEAM Ahead, but who has the map for integration?--A PRISMA systematic review on the incorporation of interdisciplinary learning into schools. LUMAT: International Journal on Math, Science and Technology Education, 9(2), 9-32.  |   Google Scholar
  16. Youniss, J. (2011). Civic education: What schools can do to encourage civic identity and action. Applied Developmental Science, 15(2), 98-103.  |   Google Scholar
  17. Yuen, M., Lee, Q. A., & Chung, Y. B. (2021). Meaning in life, connectedness, and life skills development in junior secondary school students: teachers' perspectives in Hong Kong. Pastoral Care in Education, 39(1), 67-83.  |   Google Scholar

How to Cite

Ng, S. F. E., & Man, T. W. (2022). Civic Engagement in the STEAM Classroom: Taking “Teaching of Sewage Purification System” as an Example. European Journal of Education and Pedagogy, 3(2), 111–116. https://doi.org/10.24018/ejedu.2022.3.2.303

Search Panel

 Sin F. E. Ng
 Google Scholar |   EJEDU Journal
 Tak W. Man
 Google Scholar |   EJEDU Journal