Metaphorical Perceptions of STEAM Education

SABONG Vincent, SUMIDA Manabu

doi:10.14935/jsser.38.1_31

<p>We explored the metaphorical perceptions of 11 prospective Japanese mathematics and science teachers regarding STEAM education. Participants created metaphors for 'STEAM education,' 'STEAM classroom environment,' 'STEAM teachers,' 'STEAM students,' and 'STEAM assessments' through an online questionnaire. Analysis of the 53 generated metaphors revealed a cognitive view of STEAM education. The participants perceived STEAM education as a process of forging interdisciplinary connections, fostering creativity, and spanning crucial yet interconnected fields. Furthermore, they viewed the classroom environment in STEAM as a collaborative space for experiential and inquiry-based learning. STEAM teachers were viewed as ‘facilitators’ of imaginative and integrated thinking, with students positioned as active 'creators of their own ideas.' Notably, the integration of art into the approach was highlighted as the participants expressed a preference for open-ended, flexible, and creative assessment methods, empowering students to demonstrate their learning in diverse forms. These findings emphasize the interdisciplinary and dynamic nature of STEAM, which requires educational practices in alignment with its innovation.</p>

Metaphorical Perceptions of STEAM Education

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