References
- Bagnoli, A. 2009. Beyond the standard interview: The use of graphic elicitation and arts-based methods. Qualitative Research 9 (5): 547–570.
- Bequette, J.W., and M.B. Bequette. 2012. A place for art and design education in the STEM conversation. Art Education 65 (2): 40–47.
- Bevan, B., K. Peppler, M. Rosin, L. Scarff, E. Soep, and J. Wong. 2019. Purposeful pursuits: Leveraging the epistemic practices of the arts and sciences. In Converting STEM into STEAM programs: Methods and examples from and for education, eds. A.J. Stewart, M. Mueller, and D.J. Tippins, 21–38. Springer.
- Bush, S.B., K.L. Cook, D. Edelen, and R. Cox. 2020. Elementary students’ STEAM perceptions: Extending frames of reference through transformative learning experiences. The Elementary School Journal 120 (4): 692–714.
- Carsten Conner, L.D., B.K. Tsurusaki, C. Tzou, P.T. Sullivan, M. Guthrie, and S.M. Pompea. 2019. Fostering a STEAM mindset across learning settings. Connected Science Learning 12: 1–11.
- Carsten Conner, L.D., C. Tzou, B.K. Tsurusaki, M. Guthrie, S. Pompea, and P. Teal-Sullivan. 2017. Designing STEAM for broad participation in science. Creative Education 8 (14): 2222.
- Finch, L., C. Moreno, and R.B. Shapiro. 2020. Teacher and student enactments of a transdisciplinary art-science-computing unit. Instructional Science 48 (5): 525–568.
- Hadzigeorgiou, Y. 2016. Imaginative science education: The central role of imagination in science education. Switzerland: Springer International Publishing.
- Kafai, Y.B., D.A. Fields, and K.A. Searle. 2014. Electronic textiles as disruptive designs: Supporting and challenging maker activities in schools. Harvard Educational Review 84 (4): 532–556.
- Keane, L., and M. Keane. 2016. STEAM by design. Design and Technology Education 21 (1): 61–82.
- Kim, H., and D.H. Chae. 2016. The development and application of a STEAM program based on traditional Korean culture. Eurasia Journal of Mathematics, Science and Technology Education 12 (7): 1925–1936.
- Mejias, S., N. Thompson, R.M. Sedas, M. Rosin, E. Soep, K. Peppler, … and B. Bevan. 2021. The trouble with STEAM and why we use it anyway. Science Education 105 (2): 209–231.
- Quigley, C.F., and D. Herro. 2016. “Finding the joy in the unknown”: Implementation of STEAM teaching practices in middle school science and math classrooms. Journal of Science Education and Technology 25 (3): 410–426.
- Quigley, C.F., D. Herro, and F.M. Jamil. 2017. Developing a conceptual model of STEAM teaching practices. School Science and Mathematics 117 (1–2): 1–12.
- Quigley, C.F., D. Herro, E. King, and H. Plank. 2020. STEAM designed and enacted: Understanding the process of design and implementation of STEAM curriculum in an elementary school. Journal of Science Education and Technology, 29, 499–518. https://doi.org/10.1007/s10956-020-09832-w
- Shanahan, M.C., and M. Nieswandt. 2009. Creative activities and their influence on identification in science: Three case studies. Journal of Elementary Science Education 21 (3): 63–79.
- Takeuchi, M.A., P. Sengupta, M.C. Shanahan, J.D. Adams, and M. Hachem. 2020. Transdisciplinarity in STEM education: A critical review. Studies in Science Education, 1–41.
- Yin, R.K. 2018. Case study research: Design and methods (6th ed.). SAGE Publications.