Transdisciplinary STEAM Curriculum Design and Authentic Assessment in Online Learning: A Model of Cognitive, Psychomotor, and Affective Domains

Areej ElSayary, Zayed University

Document Type

Article

Source of Publication

Journal of Turkish Science Education

Publication Date

1-1-2021

Abstract

This study investigates teachers’ perceptions and practices of designing and teaching transdisciplinary STEAM curriculum using online authentic assessment. Aligning the transdisciplinary STEAM curriculum to authentic assessment is a conceptual framework that guided this study to focus on the three learning domains (cognitive, psychomotor, and affective). The participants are middle and high school teachers (n = 37) in a private school in the United Arab Emirates (UAE). An exploratory mixed method was adopted as a research design. The qualitative data (document analysis) was gathered through analyzing STEAM lesson plans. An online questionnaire was used to collect the quantitative data from teachers. The study’s results reveal that teachers’ perceptions and practices about the design of STEAM curriculum using authentic assessment were positive with regards to the three learning domains (cognitive, psychomotor, and affective). The highest agreement of teachers’ responses was found to be in the affective domain.

ISSN

1304-6020

Volume

18

Issue

3

First Page

493

Last Page

511

Disciplines

Education

Keywords

authentic assessment, learning domains, online learning, STEAM curriculum, Transdisciplinary curriculum

Scopus ID

85116903941

Indexed in Scopus

yes

Open Access

no

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