This presentation was done by Niroj Dahal at Second International Conference on Applications of Mathematics to Nonlinear Sciences (AMNS-2019) on June 27-30, 2019, Pokhara, Nepal organized by Association of Nepalese Mathematicians in America (ANMA), Nepal Mathematical Society (NMS), mathematics departments of Tribhuvan University and Kathmandu University.
416. STEAM Education and The Uncommon Core
This presentation will focus on the integration of STEAM educational principles into core subjects. Although our school offers a very successful Exploratory STEM class, I believe the true strength of this educational model is in its' potential to incorporate relevant project based learning and bring the Common Core Curriculum to life for every student.
Presenter(s): Phil Brittain, Tony Campbell
Location: Meadowbrook
This presented was done at "Workshop on STEAM Education" organized by Kathmandu University School of Education, Department of STEAM Education, Hattiban, Lalitpur, Nepal.
STEM to STEAM: Where Art and Design meet Science, Technology, Engineering and...Christine Miller
This presentation highlights the importance of adding the Arts to a STEM (Science, Technology, Engineering, Mathematics) curriculum as well as the beginning steps to incorporate the Arts.
http://www.ganeshmachinery.com/ | In recent years, the STEM education movement has found increasing acceptance as a way to teach young students about science, technology, engineering, and mathematics in an integrated manner, from elementary school through high school.
STEM education consists of a curriculum based on the idea of educating students in four specific disciplines — science, technology, engineering and mathematics — in an integrated, interdisciplinary approach to learning that provides hands-on and relevant learning experiences for students. STEM education is vital to Mitchell County because the majority of industry and business in our area need and require employees with STEM skills.
416. STEAM Education and The Uncommon Core
This presentation will focus on the integration of STEAM educational principles into core subjects. Although our school offers a very successful Exploratory STEM class, I believe the true strength of this educational model is in its' potential to incorporate relevant project based learning and bring the Common Core Curriculum to life for every student.
Presenter(s): Phil Brittain, Tony Campbell
Location: Meadowbrook
This presented was done at "Workshop on STEAM Education" organized by Kathmandu University School of Education, Department of STEAM Education, Hattiban, Lalitpur, Nepal.
STEM to STEAM: Where Art and Design meet Science, Technology, Engineering and...Christine Miller
This presentation highlights the importance of adding the Arts to a STEM (Science, Technology, Engineering, Mathematics) curriculum as well as the beginning steps to incorporate the Arts.
http://www.ganeshmachinery.com/ | In recent years, the STEM education movement has found increasing acceptance as a way to teach young students about science, technology, engineering, and mathematics in an integrated manner, from elementary school through high school.
STEM education consists of a curriculum based on the idea of educating students in four specific disciplines — science, technology, engineering and mathematics — in an integrated, interdisciplinary approach to learning that provides hands-on and relevant learning experiences for students. STEM education is vital to Mitchell County because the majority of industry and business in our area need and require employees with STEM skills.
STEM education, This Presentation share with you the simplest definition for STEM education. We have also included more information about the current scenario of STEM education and STEM community in United States.
Source: https://www.biocom.org/s/Biocom_Institute
Mathematics is an abstract subject and most of the people hate mathematics. so Mathematics has a great role in developing interest of the students in Mathematics.
The 5E's is an instructional model based on the constructivist approach to learning, which says that learners build or construct new ideas on top of their old ideas. The 5 E's can be used with students of all ages, including adults. Each of the 5 E's describes a phase of learning, and each phase begins with the letter "E": Engage, Explore, Explain, Elaborate, and Evaluate. The 5 E's allows students and teachers to experience common activities, to use and build on prior knowledge and experience, to construct meaning, and to continually assess their understanding of a concept.
In this model of learning, students learn in five sequential phases i.e. Engagement- Exploration-Explanation-Elaboration-Evaluation.
PhD fellowship Proposal Under STEAM Education Defended by Niroj DahalNiroj Dahal
This research proposal is defended for partial fulfillment of the requirements for the Ph.D. Fellowship in STEAM Education under NORHED-Rupantaran project at Kathmandu University, School of Education.
STEM education, This Presentation share with you the simplest definition for STEM education. We have also included more information about the current scenario of STEM education and STEM community in United States.
Source: https://www.biocom.org/s/Biocom_Institute
Mathematics is an abstract subject and most of the people hate mathematics. so Mathematics has a great role in developing interest of the students in Mathematics.
The 5E's is an instructional model based on the constructivist approach to learning, which says that learners build or construct new ideas on top of their old ideas. The 5 E's can be used with students of all ages, including adults. Each of the 5 E's describes a phase of learning, and each phase begins with the letter "E": Engage, Explore, Explain, Elaborate, and Evaluate. The 5 E's allows students and teachers to experience common activities, to use and build on prior knowledge and experience, to construct meaning, and to continually assess their understanding of a concept.
In this model of learning, students learn in five sequential phases i.e. Engagement- Exploration-Explanation-Elaboration-Evaluation.
PhD fellowship Proposal Under STEAM Education Defended by Niroj DahalNiroj Dahal
This research proposal is defended for partial fulfillment of the requirements for the Ph.D. Fellowship in STEAM Education under NORHED-Rupantaran project at Kathmandu University, School of Education.
Online Assessment through Moodle Platform in Higher EducationNiroj Dahal
This presentation was done at ICT in Education Conference organized by TU, KUSOED and OSLOMET as a part of NORHED project on 19-21 September 2019 at Hotel Yellow Pagoda, Kathmandu.
INNOVATION OF SENIOR HIGH SCHOOL SCIENCE TEACHERSAJHSSR Journal
ABSTRACT: This is descriptive research employed quantitative and qualitative elements as it explored the
innovations implemented and the administrative support provided among the senior high school science teachers
in Castilla, Sorsogon Philippines. The study obtained data from the thirty purposively selected Senior High
School Science Teachers through interview and survey and were analyzed and interpreted using simple statistics
like frequency count, percentage, and ranking as well as thematic analysis and presented using tables and
narratives. The study revealed innovations in terms of teaching strategies which include:“Modified Group
Dynamics-based on online games characters, robots (acting out) use in groupings and role playing” , “Memesbased Picture Analysis”, and “Social media-based Teaching Strategy using Likes, Shares, Comments”.; in
terms of LearningAssessment, the minimal innovations include; Modified 4 pics 1-word, (role playing,
contest/games), Projects with social media integration (posting of projects in their Social Media accounts/class
FB pages), and Adapted Online learning applications (kahoot.com). alongSchool Management of and
Projects linkages to some international private advocacy organization eg.Intervida and Green Valey were
revealed. There were minimal administrative support to innovations related activities: along Facilities and
Equipment, Sources of Fund, Capability-building activities, and Rewards and Incentives. The innovations
made students view their learning activities as; “Active and engaging”, “Motivating and insightful”, and
“Going beyond the minimum”.
KEYWORDS :Innovations, Senior High School Science Teachers, Teaching Strategies, Learning Assessment,
School Management of projects.
Remembering ePortfolios: moving personal learning into professional practiceePortfolios Australia
ePortfolios have become very popular in Higher Education as ways for students to showcase their learning. In many Institutions ePortfolios are constructed in the first year of the program and students can be assessed at various points through their degree program for different purposes. An ePortfolio has been embedded into the Master of Education program at Charles Sturt University so students can show their development from starting out at the beginning of their course of learning, reflecting on the ways their thinking and knowledge changed through to their final term of study. A pilot study has been underway to investigate whether the skills learned in creating and designing ePortfolios for various purposes over the period of the degree program are adopted and practiced in the professional teacher's workplace. The presentation will provide the preliminary findings of the research.
Research is a movement, a movement from the known to unknown. It is actually a voyage of discovery. In short, the search for knowledge through objective and systematic method of finding solution to a problem is research. When research is seen as a process carried on by people, question can be asked, such as where do research topics come from Where is research come Why does research Who uses research How it is shared How it is funded Research is an academic activity in all the disciplines including teacher .education. The aim of this paper is to highlights the status, areas, research themes, Financial support for research and publication of research report. V. Manikandan | Dr. V. Ambedkar "Research in Teacher Education" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-3 , April 2021, URL: https://www.ijtsrd.com/papers/ijtsrd39983.pdf Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/education/39983/research-in-teacher-education/v-manikandan
2022_01_21 «Teaching Computing in School: Is research reaching classroom prac...eMadrid network
2022_01_21 «Teaching Computing in School: Is research reaching classroom practice?». Sue Sentance, director of the Raspberry Pi Computing Education Research Centre, University of Cambridge
Learning analytics futures: a teaching perspectiveRebecca Ferguson
Talk given by Rebecca Ferguson on 22 November 2018 int Universita Ca'Foscario Venezia at the event Nuovi orizzonti della ricerca pedagogica: evidence-based learning e learning analytics
2021 researchcolloqium south africa_22september2021_ossiannilsson_finalEbba Ossiannilsson
2021 Research Colloquium hosted by South African Department of Higher Education and Training Research Colloquium. My presentation on Blended learning: State of the nation
TVET in Higher Education in Nepal: Opportunities and ChallengesNiroj Dahal
This presentation was done at International Conference on Technical Vocational Education and Training (TVET-2019) for Employment, Income and Job Quality organized by KUSOED in association with ETH, Zurich on 11-12 September 2019 at Dhulikhel, Nepal.
Integration of GeoGebra in Teaching MathematicsNiroj Dahal
This presentation slide was prepared and presented by Niroj Dahal at Seventh National Conference on Mathematics and Its Applications at Butwal, Rupandehi, Nepal on January 12-15, 2019.
This presentation slide was prepared by Niroj Dahal for second contact session for M Phil students at Nepal Open University (http://nou.edu.np/), Faculty of Social Science and Education.
M Phil Dissertation Viva-Voce_Niroj Dahal(Final) Niroj Dahal
This presentation was done for the Partial Fulfillment for the Required for the Degree of Master of Philosophy in Mathematics Education at Kathmandu University, School of Education, Nepal.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
STEAM EDUCATION: AN EYE OPENING FOR 21st CENTURY EDUCATION
1. STEAM EDUCATION: AN EYE OPENING
FOR 21ST CENTURY EDUCATION
A
Research Paper
Presented by
Niroj Dahal, Bal Chandra Luitel
and Binod Prasad Pant
Website: https:/nirojdahal.weebly.com
niroj@nou.edu.np
Nepal Open University
Faculty of Social Sciences and Education
(https:/nou.edu.np )
(Saturday, 29 June 2019,
2:40 pm to 2:55 pm)
at
Second International Conference on Applications of
Mathematics to Nonlinear Sciences (AMNS-2019)
June 27-30, 2019
Pokhara, Nepal
2. Outline
• Introduction
• Theoretical Framework
– Constructivism
– Transformative Education
– Social Learning Theory
• Research Design
– Participatory Action Research (PAR) as Research Methodology
– The Context of Research Site and Participants– The Context of Research Site and Participants
– Data Generation and Analysis
• Insight, Key findings , Conclusions and Implications
– Insight
– Key findings
– Conclusions
– Implications
• References
6/29/2019 2niroj@nou.edu.np
3. Background
• STEAM education has knocked the door
• STEAM education pop-up everywhere with a lot of possibilities
• Increase investment in STEAM initiatives in educational institutions throughout the world,
• KUSOED is initiator of STEAM Education in South Asia
• Content, disciplines, interdisciplinary and multidisciplinary instructional approaches, problem-based
inquiry and research, and life-long holistic-learning habits of mind for change and sustainability
(Richard & Biffle, 2016)
• Extended the ability of problem-solving, fearlessness, and critical thinking and tactile skills that each
and every country needs (Maeda, 2013)
• Chance and opportunity to explore different concepts through real-world activities that improve their
strengths and understanding which help to overcome their weaknesses (Catchen, 2014).
• Develop key skills such as self-reflection, communication, collaboration, creativity, and innovation in
students and closes gaps in student learning (Naithram, 2014).
6/29/2019 3niroj@nou.edu.np
4. Research Problem
• National curriculum of Nepal prepared by CDC has faced criticism
– Not for being sufficiently reviewed time to time, not contextual and practical to capture
all aspirations and topographies
– Not integrated in nature
• Teaching and learning includes didactic teacher-centered lectures• Teaching and learning includes didactic teacher-centered lectures
• Teacher’s role is as if same throughout the academic year
• Assessment is encourage rote learning and reproduction
• Reform of education system in Nepal has knocked the door of transformative education and
sustainable goals as mention by UN (2015)
• Being used in schools all around the world to teach academic and life skills, reality-based,
personally relevant exploratory learning environment.
6/29/2019 4niroj@nou.edu.np
5. Purpose of the Study
•To explore possible skills and knowledge of teachers to
implement pedagogy of STEAM education to increase
the competence of the learners in basic education.
6/29/2019 5niroj@nou.edu.np
Research Question
What kinds of skills do teachers develop following
integrated pedagogy of STEAM education for basic school
education of Nepal (class 1-3)? How do such skills increase
the competence of the learners?
6. Theoretical Framework
Principles Change OutcomesChange Process
Collaborative
decision
Plan
O
bValue and
integrate the
collective ideas
Respect
professionalism
Pedagogy of
STEAM
education
Reflect
b
s
e
r
v
e
A
c
t
Integrated
learning of
STEAM
Education
Transformative teaching
and learning
•Collaboratively develop STEAM based integrated curriculum
•Theoretically model will develop through Constructivism
(Larochelle, 2010) and SC (Vygotsky,1978), Transformative
education (Taylor, 2015) and SLT (Bandura, 1977)
Sustainable education
6
6/29/2019 niroj@nou.edu.np
7. 1. Implementing
Innovative and
Integrated Pedagogy
to STEAM Education
2. Develop the lessons and
of Implementing
Innovative and Integrated
Pedagogy to STEAM
Education
7. Undertake evaluation
•Engagement, Impact ,
value and sustainability
8. Revise (Cycles) thereby
publish new idea
Framework of
Implementing
Innovative and
7
3. Pilot the innovation and
integrated Pedagogy
(Cycle 1)
4. Evaluate
•Engagement, Impact ,
value and sustainability
5. Make changes to the
innovative and integrated
pedagogy (based on cycle
1)
6. Implement the
innovative and integrated
pedagogy widely within
the curriculum
Innovative and
Integrated Pedagogy
to STEAM Education
6/29/2019 niroj@nou.edu.np
8. Method: PAR
• A cycle of inquiry, which is
participatory, systematic,
dynamic development, critical
and motivate for change or transformation
• Critical reflection and co-learning
• As Wadswoth (2001), involves shift form
‘I ask….you answer’ to ‘we explore’
• All voices contribute to the process of change or transformation
• Collaborative and self-reflective spiral of steps that goes cyclical as
planning, acting and observing, reflecting and fact finding, and re-planning
(Kemmis & Mc Taggart, 2008)
6/29/2019 8niroj@nou.edu.np
9. Location
• The study was taken place located in Kandaghari-9, Kathmandu, Nepal.
• It was selected with various indicators (need, ethnicity, land area, supportive
staffs and willingness of school principal).staffs and willingness of school principal).
• Balanced schooling and co-educational private schools in urban setting
• Early primary classes of grade teaching starting from grade 1 to grade 3.
6/29/2019 9niroj@nou.edu.np
10. Research Participants
• My teacher-participants = Grade teachers of ABC
School in Kathmandu
• Students studying in the classes run by the ‘teacher-
participants’ was participate as ‘student-participants’participants’ was participate as ‘student-participants’
• Other stakeholders such as parents, resource person,
and school principal was involved collaboratively as
‘stake-holder participants’
• My role was as ‘research-participant’
6/29/2019 10niroj@nou.edu.np
11. Data gathering process…
Date was gathered from each of the following mini cycles multiple phases
Preparatory
Phase
•Need assessment
Implementation
Phase
•Pre and post lesson
Evaluation Phase
•Plan observation
•In/formal discussion
•Assessment sheets focused to pedagogy of
STEAM education
•Need assessment
•Field
documentation
•FGD
•Formal/informal
meetings with
stakeholders
Panning Phase
•Review of related literature
•Incorporate export ideas/views
•Field documentation
•FGD
•Formal/informal meetings with stakeholders
•Pre and post lesson
intervention
interviews
•Lesson observation
and provide
necessary feedback
•Reflection notes
6/29/2019 11niroj@nou.edu.np
12. Data Analysis Procedure
– Inductive Analysis
– Constant Comparison
– Categorizing and coding
– Analyzing the key experiences
Credibility of PAR (Lincoln & Cuba, 1985)
Distilling the information
(Stringer, 2007)– Analyzing the key experiences (Stringer, 2007)
6/29/2019 12niroj@nou.edu.np
14. Insights…
• Provide the platform to help the students explore the
various dynamics of STEAM subjects and learn to work
in collaboration
• Provide the expert manpower for national development
• Find a creative and logical way to solve the
mathematical problemmathematical problem
• Promote learning and growth rather than a culture of
competition
• Purpose of teaching STEAM is not merely to produce
new teachers but also to produce a highly skilled
manpower who can do something miraculous for this
world via research and innovation
6/29/2019 niroj@nou.edu.np 14
15. Continue…
• Provide a platform to help the learners to explore the STEAM integrated curriculum and
learn to work in collaboration
• Develop a creative and logical way to solve the real world problem
• Promote learning and growth rather than a culture of competition
• Develop the expert manpower for national development• Develop the for national development
• Contributing new knowledge for change and sustainable education
• Embark on developing and implementing innovative and integrated pedagogy of STEAM
education for promoting knowledge for change as transformative teaching and learning
• Problem-based STEAM or STEAM challenge investigations that accurately and meaningfully
integrate content areas to solve real-world problems in mathematics design challenge
• Eye opening for learners on human-centred education, creativity & learning thinking
6/29/2019 niroj@nou.edu.np 15
16. Conclusions
Most of the current
generation has grown up
with the technology and
demand challenges in
learning
Develop practical
implications for
teachers’ successful
engagement with and
for their competency in
STEAM education
Shifting to the
digital world
6/29/2019 niroj@nou.edu.np 16
STEM education
continues to raise
more questions
than there are
presently answers
STEAM education involves
teachers in developing a
humanistic vision of 21st
century education and their
role as professionals.
17. Implication
Classroom
Stakeholder
Students
Educators
• In promoting STEAM education for teaching and learning in early grade basic school education, this
PAR project carried higher significance while integrating between subjects ( Math and Science) of
basic school classroom practices of Nepal.
• It would find ways to move beyond leading pedagogical practices and facilitate innovation and
change.
• It would ultimately contribute in national
educational plan and policies.
6/29/2019 17niroj@nou.edu.np
Students
18. References
Bandura, A. (1977). Social learning theory. Englewood Cliffs, NJ: Prentice Hall.
Banister, P., Bunn, G., Burman, E., Daniels, J., Goodley, D., Lawthom, R., Parker, I., Sixsmith, J., & Tindall, C. (2011). Qualitative Methods in Psychology. London: Sage.
Bergold, J., & Thomas, S. (2012). Participatory Research Methods: A Methodological Approach in Motion [110 paragraphs]. Forum Qualitative Sozialforschung / Forum: Qualitative Social
Research, 13 (1).
Birks, M. & Mills, J. E. (2011). Grounded Theory: A Practical Guide. Retrieved from : https://www.researchgate.net/publication/232273243
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101. ISSN 1478-0887 Available on http://eprints.uwe.ac.uk/11735
Catchen, R. (2014). Musings from a year of STE[a]M…How it looks walking down the path. The STEAM Journal,1(2). doi: 10.5642/steam.20140102.20
Dahal, N. (2017). Understanding and uses of questioning by mathematics teacher: An narrative inquiry (Unpublished M Phil dissertation). Kathmandu University, School of Education.
Daszko, D., & Scheinberg, J. (2005). Survival is Optional: Only Leaders With New Knowledge Can Lead the Transformation. Retrieved from http://www.mdaszko.com/ArticlesNewsletters.html
Dewey, J. (1938/1997). Experience and education. Macmillan.
Eldon, M., & Levin, M. (1991). Cogenerative learning: Bringing participation into action research. In W. F. Whyte (Ed.), Participative action research (pp. 127–142). Newbury Park, CA: Sage.
Gibbs, G. R. (2007). Thematic Coding and Categorizing, Analyzing Qualitative Data. SAGE Publications Ltd., London
Hall, B. (1975). Participatory research: An approach for change. Convergence: An International Journal of Adult Education, 8(2), 24-31.Hall, B. (1975). Participatory research: An approach for change. Convergence: An International Journal of Adult Education, 8(2), 24-31.
Hardiman, M., Magsamen, S., McKhann, G., & Eilber, J. (2009). Neuroeducation: Learning, arts, and the brain. New York, NY: Dana Press.
Kemmis, S. (2005). Knowing practice: Searching for saliences. Paper presented at the “Participant Knowledge and Knowing Practice” conference, Umeå, Sweden.
Kindon, S., Pain, R., & Kesby, M. (2007). Participatory action research approaches and methods: connecting people, participation and place. Routledge.
Maeda, J. (2013). STEM + Art = STEAM. The STEAM Journal,1(1). doi: 10.5642/steam.201301.34.
Mezirow, J. (1990). Fostering critical reflection in adulthood: A guide to transformative and emancipatory learning. San Francisco: Jossey-Bass Publishers
Naithram, R. (2014). How music education powers the STEAM movement. Nea Today. Retrieved from http://neatoday.org/2014/07/16/how-music-education-powers-the-steammovement/
O'Brien, R. (2001). An Overview of the Methodological Approach of Action Research. Retrieved November 2, 2006 from http://www.web.ca/~robrien/ papers/ arfinal.html.
Radziwill, N. M., Benton, M. C., & Moellers, C. (2015). From STEM to STEAM: Reframing what it means to learn. The STEAM Journal,2(1). Retrieved from
http://scholarship.claremont.edu/steam/vol2/iss1/3/
Richard, L., & Biffle, T. (2016). Introduction to STEAM (Science, Technology, Engineering, Arts, and Mathematics). Thomas College
Scott, J. (1998). Seeing Like a State: How Certain Schemes to Improve the Human Condition Have Failed (New Haven: Yale University Press: 0300070160).
Streubert, H., & Carpenter, D. (2001). Qualitative Research in Nursing: Advancing the Humanistic Perspective (2nd ed.). Philadelphia, PA: Lippincott Williams & Wilkins.
Taylor, P. C. (2015). Why is a STEAM curriculum perspective crucial to the 21st century? Retrieved from https://research.acer.edu.au/cgi/viewco
ntent.cgi?article=1299&context=research_conference
United Nations. (2015). STEAM Education for Global Citizenship to Achieve the SDGs. Retrieved from http://www.un.org/webcast/pdfs/180205am-steam.pdf
Winter, R. (1987). Action-Research and the Nature of Social Inquiry: Professional Innovation and Educational Work. Aldcdershot, England: Gower Publishing Company.
6/29/2019 18niroj@nou.edu.np
20. Mr. Niroj Dahal
Nepal Open University
Faculty of Social Sciences and Education
(www.nou.edu.np)
6/29/2019 niroj@nou.edu.np 20
21. Who is Presenter?
Niroj DAHAL is visiting faculty of Nepal Open University under Faculty of
Social Sciences and Education in M Phil programs as well as visiting faculty
of Kathmandu University School of Education (KUSOED), Hattiban, Lalitpur,
Nepal in M Phil and M. Ed in Mathematics Education programs. Areas of his
research interest are ICT in Education, Mathematics Education, STEAM
Education, Open and Distance Learning, Mathematics Pedagogy and ICT andEducation, Open and Distance Learning, Mathematics Pedagogy and ICT and
e-Research. More than a decade, he has been teaching graduate and
undergraduate students, also he has been continuously participating in more
than dozen of national and international conferences and seminars throughout
globe. He has published articles in varieties of national and international
journals in the field of mathematics education by incorporating ICT tools as
one of the assets.
6/29/2019 niroj@nou.edu.np 21