This document outlines a research study on STEAM education. It discusses the theoretical framework, which includes constructivism, transformative education, and social learning theory. The research design uses participatory action research methodology. The study explores how teachers can develop skills to implement STEAM pedagogy and increase learner competence in basic education in Nepal. Key findings indicate STEAM education provides opportunities for collaboration, problem solving, and developing job skills. It concludes STEAM education helps shift teaching and learning to prepare students for the digital world.

1. STEAM EDUCATION

2. Outline
• Introduction
• Theoretical Framework
– Constructivism
– Transformative Education
– Social Learning Theory
• Research Design
– ParticipatoryAction Research (PAR) as Research Methodology
– The Context of Research Site and Participants
– Data Generation andAnalysis
• Insight, Key findings , Conclusions and Implications
– Insight
– Key findings
– Conclusions
– Implications
• References
6/29/2019 niroj@nou.edu.np 2

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,
• Content, disciplines, interdisciplinary and multidisciplinary instructional approaches, problem-based
inquiry and research, and life-long holistic-learning habits of mind for change and sustainability
• Extended the ability of problem-solving, fearlessness, and critical thinking and tactile skills that each
and every country needs.
• Chance and opportunity to explore different concepts through real-world activities that improve their
strengths and understanding which help to overcome their weaknesses.
• Develop key skills such as self-reflection, communication, collaboration, creativity, and innovation in
students and closes gaps in student learning.
6/29/2019 niroj@nou.edu.np 3

4. Purpose of the Study
6/29/2019 5
niroj@nou.edu.np
•To explore possible skills and knowledge of teachers to
implement pedagogy of STEAM education to increase
the competence of the learners in basic education.
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?

5. Theoretical Framework
Principles Change Outcomes
Change Process
Collaborative
decision
Plan
O
b
s
e
r
v
e
Value and
integrate the
collective ideas
Respect
professionalism
Pedagogy of
STEAM
education
Reflect
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. 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
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
Framework of
Implementing
Innovative and
Integrated Pedagogy
to STEAM Education
6/29/2019 niroj@nou.edu.np

7. Method: PAR
• Acycle 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 niroj@nou.edu.np 7

8. 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).
• 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 niroj@nou.edu.np 8

9. Research Participants
• My teacher-participants = Grade teachers ofABC
School in Kathmandu
• Students studying in the classes run by the ‘teacher-
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 niroj@nou.edu.np 9

10. Data gathering process…
Implementation
Phase
Date was gathered from each of the following mini cycles multiple phases
Evaluation Phase
•Plan observation
•In/formal discussion
•Assessment sheets focused to pedagogy of
STEAM education
Preparatory
Phase
•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 niroj@nou.edu.np 10

11. Data Analysis Procedure
– Categorizing and coding
– Analyzing the key experiences
– InductiveAnalysis
Credibility of PAR (Lincoln & Cuba, 1985)
– Constant Comparison
Distilling the information
(Stringer, 2007)
6/29/2019 niroj@nou.edu.np 11

12. 6/29/2019 niroj@nou.edu.np 12
STEAM Areas
Science Grade 1, 2, 3
Technology Grade 1, 2, 3
Engineering Grade 1, 2, 3
Arts and design Grade 1, 2, 3
Mathematics Grade 1, 2, 3

13. 6/29/2019 niroj@nou.edu.np 13
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 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

14. 6/29/2019 niroj@nou.edu.np 14
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
• 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

15. 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
STEM education
continues to raise
more questions
than there are
presently answers
6/29/2019 niroj@nou.edu.np 15
STEAM education involves
teachers in developing a
humanistic vision of 21st
century education and their
role as professionals.

16. Implication
Classroom
Stakeholder
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.
Students
6/29/2019 niroj@nou.edu.np 16

17. 6/29/2019 niroj@nou.edu.np 17
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). Experienceand education.Macmillan.
Eldon, M., & Levin, M. (1991). Cogenerative learning: Bringing participation into action research. In W. F. Whyte (Ed.), Participativeaction 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.
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). Participatoryaction research approachesand 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 reflectionin adulthood: A guide to transformativeand emancipatorylearning.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.

18. 6/29/2019 niroj@nou.edu.np 18
Q/A…?
2 Minutes!

19. Mr. Niroj Dahal
Nepal Open University
Faculty of Social Sciences and Education
(www.nou.edu.np)
6/29/2019 niroj@nou.edu.np 19

20. 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 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 20