2:15 PM - 2:30 PM
[G03-03] Promotion of STEAM education (focus on space) with public-private partnership using an online tool.
Keywords:STEAM education, public-private partnership, primary education, online
STEAM education is an education policy that includes the areas of science, technology, engineer, art (liberal arts) and mathematics as a form of creative education. Interdisciplinary learning is needed for critical-thinking and creating things. For example, we can see the importance of this policy playing part in our developing society. Society is changing rapidly due to technological advances, so the qualities and skills required for human resources in today’s society is changing. To adapt the changing society, creating new things as well as integrating skills and concepts from various disciplines are important.
One real-life example of STEAM education in action is at Shibaura Institute of Technology Junior High School. Second graders were tasked to create beetle-type robots in a day. This approach brings a sense of accomplishment and self-esteem to the students, as well as, improving their problem-solving abilities. However, human resources, time and platforms are still insufficient to carry out STEAM education, hence more time is still needed to promote STEAM education. In addition, education at schools abruptly came to a halt due to the outbreak of COVID-19. Thus, we believe STEAM education could be promoted as a means of being an online education tool to improve learning.
Last year, we promoted STEAM education as an environmental business promotion project at Ikeda City, Osaka Prefecture. This project was sponsored by Ikeda City, with the cooperation of the board of education of Ikeda City, and planned and operated by NPO Ikeda eco staff). STEAM education was promoted through environmental learning. Familiar things around us are “environment” and the “purpose of environmental learning” is to be aware of the relationships between oneself and familiar events. From here, thinking how actions and decisions can affect an outcome is important. In particular, Ikeda eco staff were interested in STEAM education focusing on space based on the findings of The Greenhouse Gases Observing Satellite “IBUKI”. On the other hand, I worked on STEAM education to promote about space and mathematics. I also conducted lectures on math channel Co., Ltd. This way, STEAM education focusing on space was implemented through the cooperation of the three parties.
The project was named “Have fun with Mathematics and Space at home”. There were around 52 participants. The participants participated from their homes, and each participant was connected with the online tool, Zoom. The contents of the project are as follow. First, the participants compared the size of different planets using things at home. Since the size of planets cannot measure directly, it is difficult to imagine their size by only using figures. Thus, by replacing the size of planets with things at home, the participants were able to feel the universe closer. After that, I introduced my recent study on meteorites, and I brought out interest in space by interacting with the participants through their questions. Through these exchanges, it made me ask questions about the universe, and think about the issues I could tackle in my research. Finally, small groups were formed (4-5 participants per groups) using the function of breakout room in Zoom for more interaction time between the participants.
By comparing the size of planets with familiar objects at home, participants could understand more on the universe qualitatively and quantitatively. Moreover, for the ‘Questions and Answers’ section, I received many good questions. As for the questionnaires, many participants answered the event was fun. There was also feedback such as future approaches. Based on the above results, STEAM education could be promoted with public-private partnership other than at school. In this presentation, the approach of STEAM education and how to promote STEAM education with public-private partnership will be introduced.
One real-life example of STEAM education in action is at Shibaura Institute of Technology Junior High School. Second graders were tasked to create beetle-type robots in a day. This approach brings a sense of accomplishment and self-esteem to the students, as well as, improving their problem-solving abilities. However, human resources, time and platforms are still insufficient to carry out STEAM education, hence more time is still needed to promote STEAM education. In addition, education at schools abruptly came to a halt due to the outbreak of COVID-19. Thus, we believe STEAM education could be promoted as a means of being an online education tool to improve learning.
Last year, we promoted STEAM education as an environmental business promotion project at Ikeda City, Osaka Prefecture. This project was sponsored by Ikeda City, with the cooperation of the board of education of Ikeda City, and planned and operated by NPO Ikeda eco staff). STEAM education was promoted through environmental learning. Familiar things around us are “environment” and the “purpose of environmental learning” is to be aware of the relationships between oneself and familiar events. From here, thinking how actions and decisions can affect an outcome is important. In particular, Ikeda eco staff were interested in STEAM education focusing on space based on the findings of The Greenhouse Gases Observing Satellite “IBUKI”. On the other hand, I worked on STEAM education to promote about space and mathematics. I also conducted lectures on math channel Co., Ltd. This way, STEAM education focusing on space was implemented through the cooperation of the three parties.
The project was named “Have fun with Mathematics and Space at home”. There were around 52 participants. The participants participated from their homes, and each participant was connected with the online tool, Zoom. The contents of the project are as follow. First, the participants compared the size of different planets using things at home. Since the size of planets cannot measure directly, it is difficult to imagine their size by only using figures. Thus, by replacing the size of planets with things at home, the participants were able to feel the universe closer. After that, I introduced my recent study on meteorites, and I brought out interest in space by interacting with the participants through their questions. Through these exchanges, it made me ask questions about the universe, and think about the issues I could tackle in my research. Finally, small groups were formed (4-5 participants per groups) using the function of breakout room in Zoom for more interaction time between the participants.
By comparing the size of planets with familiar objects at home, participants could understand more on the universe qualitatively and quantitatively. Moreover, for the ‘Questions and Answers’ section, I received many good questions. As for the questionnaires, many participants answered the event was fun. There was also feedback such as future approaches. Based on the above results, STEAM education could be promoted with public-private partnership other than at school. In this presentation, the approach of STEAM education and how to promote STEAM education with public-private partnership will be introduced.