Exploring transdisciplinary, technology-assisted, and architectural modelling STEAM practices through a cultural lens

Shereen El Bedewy 1 * , Zsolt Lavicza 1, Barbara Sabitzer 1, Tony Houghton 1, Farida Nurhasanah 2
More Detail
1 Linz School of Education, Johannes Kepler University, Linz, AUSTRIA
2 Sebelas Maret University, Surakarta, INDONESIA
* Corresponding Author
EUR J SCI MATH ED, Volume 12, Issue 2, pp. 211-235. https://doi.org/10.30935/scimath/14304
Published Online: 28 February 2024, Published: 01 April 2024
OPEN ACCESS   594 Views   2617 Downloads
Download Full Text (PDF)

ABSTRACT

In this paper, we propose novel transdisciplinary STEAM practices to enable students and teachers to model architecture using technology. Architectural modelling can foster students’ mathematical knowledge and computational thinking while connecting them to other disciplines such as culture and history. Our study focuses on enabling architectural, cultural, and historical diversity in educational practices. Moreover, the study tries to foster participants’ modelling skills and innovative technology use as augmented reality and 3D printing. Thus, this paper will describe three case studies from Austria, Libya, and Indonesia and how these STEAM practices were used in different ways to allow participants to express their diversities through modelling diverse architectural constructions cross-culturally. We followed a qualitative data analysis approach for the participants’ interviews, questionnaires and artefacts including architectural modelling, disciplines connections and lesson plans. The data analysis resulted in emerging themes emphasizing STEAM practices’ possibilities to connect architecture to culture and history and highlighting the participants’ cultural diversities in each of the three case studies.
Keywords: STEAM, architecture, culture, history, diversity, transdisciplinary, technology

CITATION

El Bedewy, S., Lavicza, Z., Sabitzer, B., Houghton, T., & Nurhasanah, F. (2024). Exploring transdisciplinary, technology-assisted, and architectural modelling STEAM practices through a cultural lens. European Journal of Science and Mathematics Education, 12(2), 211-235. https://doi.org/10.30935/scimath/14304

REFERENCES

  • Astafieva, М. М., Hlushak, О. М., & Lytvyn, О. С. (2021). GeoGebra classroom as a component for the ICT support of Inquiry-based mathematics education in blended learning. In Proceedings of the ICTERI-2021 (pp. 419-427).
  • Bakker, A. (2018). What is design research in education? Routledge. https://doi.org/10.4324/9780203701010
  • Belbase, S., Mainali, B. R., Kasemsukpipat, W., Tairab, H., Gochoo, M., & Jarrah, A. (2021). At the dawn of science, technology, engineering, arts, and mathematics (STEAM) education: Prospects, priorities, processes, and problems. International Journal of Mathematical Education in Science and Technology, 53(1), 2919-2955. https://doi.org/10.1080/0020739X.2021.1922943
  • Blum, W. H.-J. (1993). Mathematical modelling in mathematics education and instruction. In T. Breiteig, I. Huntley, & G. Kaiser-Messmer (Eds.), Teaching and learning mathematics in context (pp. 3-14). Ellis Horwood Limited.
  • Blum, W. H.-J., & Ferri, R. B. (2009). Mathematical modelling: Can it be taught and learnt? Journal of Mathematical Modelling and Application, 1(1), 45-58.
  • Bybee, R. (1997). Achieving scientific literacy: From purposes to practices. Heinemann Publications.
  • Bybee, R., & Landes, N. M. (1990). Science for life and living: An elementary school science program from biological sciences improvement study (BSCS). The American Biology Teacher, 52(2), 92-98. https://doi.org/10.2307/4449042
  • Civitillo, S., Juang, L. P., & Schachner, M. K. (2018). Challenging beliefs about cultural diversity in education: A synthesis and critical review of trainings with pre-service teachers. Educational Research Review, 24, 67-83. https://doi.org/10.1016/j.edurev.2018.01.003
  • Costantino, T. (2018). STEAM by another name: Transdisciplinary practice in art and design education. Arts education policy review, 119(2), 100-106. https://doi.org/10.1080/10632913.2017.1292973
  • El Bedewy, S., Lavicza, Z., Haas, B., & Lieban, D. (2021). A STEAM practice approach to integrate architecture, culture and history to facilitate mathematical problem-solving. Education Sciences, 12(1), 9. https://doi.org/10.3390/educsci12010009
  • English, L. D. (2016). STEM education K-12: Perspectives on integration. International Journal of STEM Education, 3, 3. https://doi.org/10.1186/s40594-016-0036-1
  • Fylkesnes, S. (2018). Whiteness in teacher education research discourses: A review of the use and meaning making of the term cultural diversity. Teaching and Teacher Education, 71, 24-33. https://doi.org/10.1016/j.tate.2017.12.005
  • Gay, G. (2013). Teaching to and through cultural diversity. Curriculum Inquiry, 43(1), 48-70. https://doi.org/10.1111/curi.12002
  • Gunawardena, C. N., Wilson, P. L., & Nolla, A. C. (2003). Culture and online education. In M. G. Moore, & W. G. Anderson (Eds.), Handbook of distance education (pp. 753-775).
  • Guo, Y. (2023). Critical pedagogy in teacher education: Disrupting teacher candidates’ deficit thinking of immigrant students with origins in the global south. Select Perspectives.
  • Gyulai, L., & Katona, V. (2020). A methodological overview of parametricism: Lessons from a case study. Symmetry: Culture and Science, 31(3), 365-381. https://doi.org/10.26830/symmetry_2020_3_365
  • Herro, D., & Quigley, C. (2017). Exploring teachers’ perceptions of STEAM teaching through professional development: Implications for teacher educators. Professional Development in Education, 43(3), 416-438. https://doi.org/10.1080/19415257.2016.1205507
  • Hessam, G. K., & Sotoue, E. D. (2016). Evaluation of the relationship between culture and traditional architecture and its effect on design quality improvement. International Journal of Applied Engineering Research, 11(3), 2120-2123.
  • Katona, V. (2020). Geometry and architecture: Parametricism, morphology, design methodology. Symmetry: Culture and Science, 31(3), 229-229. https://doi.org/10.26830/symmetry_2020_2_229
  • Luciak, M. (2010). On diversity in educational contexts. OECD Publishing.
  • Martin, T., & Casault, A. (2005). Thinking the other: Towards cultural diversity in architecture. Journal of Architectural Education, 59(1), 3-16. https://doi.org/10.1111/j.1531-314X.2005.00001.x
  • McKenney, S., & Reeves, T. C. (2018). Conducting educational design research. Routledge. https://doi.org/10.4324/9781315105642
  • Niss, M., & Blum, W. (2020). The learning and teaching of mathematical modelling. Routledge. https://doi.org/10.4324/9781315189314
  • Piro, J. (2010). Going from STEM to STEAM: The arts have a role in America’s future, too. Education Week, 29, 28-29.
  • Soublis, T. (2017). Transdisciplinary pedagogy: A competency-based approach for teachers and students to promote global sustainability. Journal of Interdisciplinary Studies in Education, 5(2), 64-72.
  • Van Den Arend, N. (1909). Architecture: Ancient and modern. The Sewanee Review, 17(1), 14-25.
  • Weber, R. P. (1990). Basic content analysis. SAGE. https://doi.org/10.4135/9781412983488
  • Williams, L. R. (1992). Determining the multicultural curriculum. In M. Souto-Manning, & S. Ryan (Eds.), Multicultural education in early childhood classrooms (pp. 7-11). Teachers College Press.