A STEAM investigation: Making giant strides
In this article, the authors share how a class of fifth-grade students from an urban elementary school channeled their creativity and critical thinking in an engaging STEAM investigation. Contributors to the iSTEM (Integrating Science, Technology, Engineering, and Mathematics) department share ideas and activities that stimulate student interest in the integrated fields of science, technology, engineering, and mathematics (STEM) in K–grade 6 classrooms.
Contributor Notes
Colleagues at Bowen Elementary School in Louisville, Kentucky, Karen D. Owen, karen.owen@jefferson.kyschools.us, and Lynn J. Kaiser, lynn.kaiser@jefferson.kyschools.us, are interested in integrating mathematics instruction within a STEAM lab.
Sarah B. Bush, Sarah.Bush@ucf.edu, is an associate professor of K–12 STEM education at the University of Central Florida. She is interested in the learning of mathematics through transdisciplinary STEAM.
Kristin L. Cook, kcook@bellarmine.edu, an associate professor of science education and Associate Dean at Bellarmine University in Louisville, Kentucky, is interested in deepening student and teacher understanding and engagement with STEAM through problem-based inquiry.
Edited by Melissa M. Soto, melissa.soto@mail.sdsu.edu, an assistant professor of mathematics education in the School of Teacher Education at San Diego State University in California
Mollie H. Appelgate, mollie@iastate.edu, a mathematics teacher educator at Iowa State University in Ames. Contributors to the iSTEM department share ideas and activities that stimulate student interest in the integrated fields of science, technology, engineering, and mathematics (STEM) in K–grade 5 classrooms.
