How a STEAM Research Group Designs an Integrated Curriculum for Real‑World Learning

The STEAM research group aims to explore a systematic STEAM education curriculum, discussing and sharing related educational viewpoints and theories.

My current understanding of STEAM is:

STEAM education integrates many disciplines and even knowledge and experience without corresponding subjects, focusing on engineering outcomes. You end up building a small car, a robot that can be program‑controlled, or a smart watering pot that senses daylight—these tangible products are engineering results.

The outcomes of STEAM courses are visible and tangible; when they meet or exceed expectations, they provide great motivation and a sense of achievement, further inspiring students' enthusiasm. Compared with abstract, text‑based research results, STEAM outcomes are easier to perceive, understand, and gain recognition.

Current group members include: Cui Chunrui, He Yuzhen, Wang Haihua.

Cui Chunrui, an engineering technology teacher, works in the school’s innovation office, leads school robot competitions, and teaches 3D printing, microcontrollers, and related tasks. She is very familiar with students’ engineering innovation work and results.

He Yuzhen, a physics teacher, has guided physics innovation competitions such as the “Physics Bowl.” Physics, as a representative science discipline, provides the mechanics, electricity, and kinematics essential to engineering; creating engineering outcomes based on physical principles is also physics practice.

Wang Haihua, a mathematics teacher, teaches the school’s “Mathematical Modeling” course. Mathematical modeling ability is an important skill for solving real‑life problems; based on understanding the required professional knowledge, one builds assumptions, integrates elements, and forms a mathematical model.

The group members basically cover the several subjects of STEAM courses; the structure is reasonable.

At the group’s inception, interdisciplinary communication is needed to form a relatively consistent STEAM education viewpoint. Specifically, members select topics and materials from their teaching subjects and competition guidance that are suitable or can be integrated into STEAM courses. Through discussing suitability, teaching methods, and objectives, they build consensus.

The group’s ultimate goal is to establish an effective, reasonable curriculum system, requiring members to think, practice, communicate, and summarize continuously. With accumulated experience, theory, and materials, they will create the curriculum.

STEAM education is quality education, enabling students to solve real problems, leading to proactive, effective, and broad learning. We believe our group’s exploration will contribute to Chinese education!

— Wang Haihua 2017.06.01