Cultural Soundscape Mapping: An Innovative Lesson for STEAM–Multisensory Integrated Education

References

• Akbari, E. (2016). Soundscape compositions for art classrooms. Art Education, 69(4), 17–22. https://doi.org/10.1080/00043125.2016.1176480
   Google Scholar
• Ásványi, K., Fehér, Z., & Jászberényi, M. (2021). The family-friendly museum: Museums through the eyes of families. Muzeológia a kultúrne dedičstv, 9(1), 21–40. http://dx.doi.org/10.46284/mkd.2021.9.1.2
   Web of Science ®Google Scholar
• Bertrand, M. G., & Namukasa, I. K. (2023). A pedagogical model for STEAM education. Journal of Research in Innovative Teaching & Learning, 16(2), 169–191. https://doi.org/10.1108/JRIT-12-2021-0081
   Google Scholar
• Carmen, J. (2021). Using digital images for STEAM education and discovery through fiber art. Visual Resources Association Bulletin, 48(1), Article 6.
   Google Scholar
• Chan, Y.-N., Choy, Y.-S., To, W.-M., & Lai, T.-M. (2021). Influence of classroom soundscape on learning attitude. International Journal of Instruction, 14(3), 341–358. https://doi.org/10.29333/iji.2021.14320a
   Web of Science ®Google Scholar
• Deans, J., & Wright, S. (2021). STEAM through sensory-based action-reaction learning. In C. Cohrssen & S. Garvis (Eds.), Embedding STEAM in early childhood education and care (pp. 135–153). Palgrave Macmillan.
   Google Scholar
• Domenici, V. (2022). STEAM project-based learning activities at the science museum as an effective training for future chemistry teachers. Education Sciences, 12(1), Article 30. https://doi.org/10.3390/educsci12010030
   Web of Science ®Google Scholar
• ElSayary, A. (2021). Transdisciplinary STEAM curriculum design and authentic assessment in online learning: A model of cognitive, psychomotor, and affective domains. Journal of Turkish Science Education, 18(3), 493–511. https://doi.org/10.36681/tused.2021.86
   Google Scholar
• Glass, D., & Wilson, C. (2016). The art and science of looking: Collaboratively learning our way to improved STEAM integration. Art Education, 69(6), 8–14. https://doi.org/10.1080/00043125.2016.1224822
   Google Scholar
• Grosvenor, I. (2012). Back to the future or towards a sensory history of schooling. History of Education, 41(5), 675–687. https://doi.org/10.1080/0046760X.2012.696149
   Web of Science ®Google Scholar
• Hammett, J., Harrison, E., & King, L. (2020, Spring). Art, collaboration and multi-sensory approaches in public microhistory: Journey With Absent Friends. History Workshop Journal, 89, 246–269. https://doi.org/10.1093/hwj/dbaa010
   Google Scholar
• 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
   Web of Science ®Google Scholar
• Katai, Z., Toth, L., & Adorjani, A. K. (2014). Multi-sensory informatics education. Informatics in Education, 13(2), 225–240. http://dx.doi.org/10.15388/infedu.2014.04
   Google Scholar
• Land, M. H. (2013). Full STEAM ahead: The benefits of integrating the arts into STEM. Procedia Computer Science, 20, 547–552. https://doi.org/10.1016/j.procs.2013.09.317
   Google Scholar
• Lawson, C. A., Cook, M., Dorn, J., & Pariso, B. (2018). A STEAM-focused program to facilitate teacher engagement before, during, and after a fieldtrip visit to a children’s museum. Journal of Museum Education, 43(3), 236–244. https://doi.org/10.1080/10598650.2018.1474421
   Web of Science ®Google Scholar
• Liao, C. (2016). From interdisciplinary to transdisciplinary: An arts-integrated approach to STEAM education. Art Education, 69(6), 44–49. https://doi.org/10.1080/00043125.2016.1224873
   Google Scholar
• Lim, K. (2022). Expanding multimodal artistic expression and appreciation methods through integrating augmented reality. International Journal of Art & Design Education, 41(4), 562–576. https://doi.org/10.1111/jade.12434
   Web of Science ®Google Scholar
• Lim, K., & Lee, S. G. (2022). Transcending physical mobility for immersive learning: Visual arts, VR technology, science, and social studies integration. Art Education, 75(4), 20–26. https://doi.org/10.1080/00043125.2022.2053457
   Google Scholar
• Morgan, K. (2019). Multisensory teaching: Crossing into a new discipline. Palaestra, 33(1), 46–51.
   Web of Science ®Google Scholar
• Prezhdarova, V., & Pastarmadzhieva, D. (2020). Ensuring the security of youth in the online world: The potential of the digital art and STEAM education. Trakia Journal of Sciences, 18(3), 183–188. https://doi.org/10.15547/tjs.2020.03.001
   Google Scholar
• Rolling, J. H. (2016). Reinventing the STEAM engine for art + design education [Editorial]. Art Education, 69(4), 4–7. https://doi.org/10.1080/00043125.2016.1176848
   Google Scholar
• Rufo, D. (2013). STEAM with a capital A: Learning frenzy. STEAM Journal, 1(1), Article 25. https://scholarship.claremont.edu/steam/vol1/iss1/25
   Google Scholar
• Saldaña, J. (2011). Fundamentals of qualitative research. Oxford University Press.
   Google Scholar
• Swierad, E. M., Benson, L. R., & Williams, O. (2021). Creating a scalable physical activity breaks resource through the multisensory multilevel health education model: H.Y.P.E. The Breaks! Health Promotion Practice, 22(1S), 101S–110S. https://doi.org/10.1177/1524839921996348
   PubMedGoogle Scholar
• Taljaard, J. (2016). A review of multi-sensory technologies in a science, technology, engineering, arts and mathematics (STEAM) classroom. Journal of Learning Design, 9(2), 46–55. https://doi.org/10.5204/jld.v9i2.274
   Web of Science ®Google Scholar
• Taylor, P. C. (2016). Why is a STEAM curriculum perspective crucial to the 21st century? In Proceedings of Research Conference 2016—Improving STEM learning: What will it take? (pp. 89–93). Australian Council for Educational Research. https://research.acer.edu.au/cgi/viewcontent.cgi?article=1277&context=research_conference
   Google Scholar
• Thyssen, G., & Grosvenor, I. (2019). Learning to make sense: Interdisciplinary perspectives on sensory education and embodied enculturation. Senses & Society, 14(2), 119–130. https://doi.org/10.1080/17458927.2019.1621487
   Web of Science ®Google Scholar