Exploring transdisciplinary, technology-assisted, and architectural modelling STEAM practices through a cultural lens

Shereen El Bedewy 1 * , Zsolt Lavicza 1, Barbara Sabitzer 1, Tony Houghton 1, Farida Nurhasanah 2
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1 Linz School of Education, Johannes Kepler University, Linz, AUSTRIA
2 Sebelas Maret University, Surakarta, INDONESIA
* Corresponding Author
EUR J SCI MATH ED, Volume 12, Issue 2, pp. 211-235. https://doi.org/10.30935/scimath/14304
Published Online: 28 February 2024, Published: 01 April 2024
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ABSTRACT

In this paper, we propose novel transdisciplinary STEAM practices to enable students and teachers to model architecture using technology. Architectural modelling can foster students’ mathematical knowledge and computational thinking while connecting them to other disciplines such as culture and history. Our study focuses on enabling architectural, cultural, and historical diversity in educational practices. Moreover, the study tries to foster participants’ modelling skills and innovative technology use as augmented reality and 3D printing. Thus, this paper will describe three case studies from Austria, Libya, and Indonesia and how these STEAM practices were used in different ways to allow participants to express their diversities through modelling diverse architectural constructions cross-culturally. We followed a qualitative data analysis approach for the participants’ interviews, questionnaires and artefacts including architectural modelling, disciplines connections and lesson plans. The data analysis resulted in emerging themes emphasizing STEAM practices’ possibilities to connect architecture to culture and history and highlighting the participants’ cultural diversities in each of the three case studies.
Keywords: STEAM, architecture, culture, history, diversity, transdisciplinary, technology

CITATION

El Bedewy, S., Lavicza, Z., Sabitzer, B., Houghton, T., & Nurhasanah, F. (2024). Exploring transdisciplinary, technology-assisted, and architectural modelling STEAM practices through a cultural lens. European Journal of Science and Mathematics Education, 12(2), 211-235. https://doi.org/10.30935/scimath/14304

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