Lillie Plaza

Mr. White
AP English 12-P3
30 September 2016
Annotated Bibliography
1. Gurel, C., Kertil, M. (2015). Mathematical Modeling: A Bridge to STEM Education (4455). Retrieved from http://files.eric.ed.gov/fulltext/EJ1086722.pdf.
2. The main purpose of the work is to clearly define a relationship of mutual
benefit for students between mathematical modeling and STEM education. This
informative research article highlights a discussion following a correlation with
mathematical modeling activities and project-based learning contexts describing
how they both contribute to a more integrated STEM education. 3. The content of
this article is centered around building a flexible STEM education curriculum to
prepare students for employment in areas that require a level of experience and
expertise in science, technology, engineering, and math. It includes a
summarization of varied perspectives on the issue of a changing curriculum in
schools without altering the entire organizational structure, an argument
supporting more hands on mathematical modeling as a method through which to
conceptualize an integrated STEM education, and possible ways of incorporating
these ideas into STEM education in accordance to existing academic schools
structures. 4. The probable audience of this work are government officials who
would be willing to review, or rather, consider possible changes to education to
direct interested students into a more focused implementation of STEM, or even
school officials who share an opinion on this matter. 5. This information is
relevant to my senior project because through my senior project, I want to
present a research study on how STEM education in schools has been beneficial

to society overall, employment opportunities it has opened, and new innovations

it has brought about. This article primarily discusses how beneficial projects
based in STEM, and hands on activities allow students to receive a more
integrated learning experience, and therefore, how projects like these can be
extremely helpful to students later on in life when they are looking for careers. 6.
Special features this article contains are pictures from experiments they describe
achieve a higher level of education, as well of a summary of the projects
themselves that were performed. 7. The only bias presented in this article is the
fact that they are advocating how STEM is constructive in education, while other
opinions may note the weaknesses to this. However, they do accurately illustrate
the myriad of perspectives associated with the issue they are discussing.

1. Citation: Guyotte, K. W., Sochacka, N. W., Costantino, T. E., Kellam, N., Kellam, N. N.,
& Walther, J. (2015). Collaborative creativity in STEAM: Narratives of art education
students experiences in transdisciplinary spaces. International Journal of Education &
the Arts, 16(15). Retrieved from http://www.ijea.org/v16n15/.
2. The purpose of this article is to take a different stance on how including Arts as
a subject in STEM, so that it reads STEAM is beneficial to art and art education
students because of what they stand to gain from collaborating with STEM
students. 3. The majority of the content includes three student-field texts, both
visually and verbally constructed narratives of students who were given the
opportunity to take on a challenge that experiments with diverse and
collaborative forms of creative thinking. These documents illustrate how artists
develop new methods of creative thinking from science, technology, engineering,
and math, instead of considering themselves solely artists who draw inspiration
from abstract ideas. In this case, these students had a dramatic change of

perception of creativity by considering it more as a collaborative process than an

individual one. 4. This work is focused primarily at an audience of students who
separate themselves by their area of study, and in this sense, the article
introduces them to a distinctive viewpoint that addresses that the incorporation of
a manifold of ideas into a process of creative thinking is what characterizes the
procedure itself as innovative. 5. This information is relevant to my senior project
in the sense that my senior project is to coordinate a STEAM EXPO, and event
that includes STEM and the Arts and presents them as a collective part of
working together to achieve breakthroughs and new investigations. This article
particularly highlights the benefits that all students, regardless of their interest in
study, receive by participating in experiments, or events that they wouldnt
normally associate with their passions. 6. This research journal does not contain
any particular special features. 7. There is a blatant bias in this article that moves
toward the fact that liberal arts and STEM work hand in hand, when in reality,
there are multitudes of opinions on the relationship between the two.

1. Kramkowska, M., Grzelak, T., & Czyewska, K. (2013). Benefits and Risks
Associated with Genetically Modified Food Products. Annals of Agricultural and
Environmental Medicine, 20(3), 413-419. Retrieved from
http://www.ncbi.nlm.nih.gov/pubmed/24069841
2. The purpose of this article is to introduce readers into the subject of genetically
modified organisms, specifically those that are in the foods that consumers
purchase and eat, and to present both sides of this controversial topic. In other
words, the benefits and risks associated with genetic modification of produce and
meat based on scientific research. 3. The content of this article is specific to only
factual scientific research that has been conducted to either qualify or disqualify

the appearance of genetically modified organisms in the food consumed by the

population. It address such topics as nutritional value, an increase in yield crops,
pharmaceutical preparations, all of which prove that genetically modified
organisms are favorable, and on the opposite side, overall health including
allergies, toxic agents, and long-lasting effects of eating genetically modified food
that represent a critical viewpoint of changes to the genetics of consumed
products. 4. This work has no particularly defined audience, but simply the
people who are willing to research genetically modified organisms and come to a
reliable article to visualize both sides of the issue. Many people tend to be
misinformed regarding this topic because they rely on media coverage that tends
to be extremely biased on an issue, but this article explains the real evidence
behind a highly debated scientific process. 5. This particular information is
relevant to my senior project because it gives and example of one technological
innovation created by those affiliated with STEM based careers that is very
controversial, and considered by the masses to be a detriment more than an
improvement to society. 6. This article contains no special features. 7. This article
is especially unbiased because it not only presents both sides of a debated
issue, it does not take a stance on either one, but simply presents the facts as
they are. It does not employ any rhetoric that would make it seem as though the
author was leaning toward one side of the subject more than the other.
Additionally all of the factual evidence that it presents is supported by the
manifold of citations that it utilizes throughout the text as well as at the finale of it.

1. Kennedy, T. J., and M. R. L. Odell. "Engaging Students in STEM Education." Science

Education International 25.3 (2014): 246-258.

2. This articles purpose is mainly to call attention to the need for increase in a
better implementation of STEM education in schools due to a new importance of
STEM related careers that drive economic competition. It supports a call to action
for understanding that STEM education is crucial in removing traditional barriers
between the subjects of science, technology, engineering, and math but most
importantly, it motivates innovation and applied process to design creative
solutions to complex problems dealing with current tools and technologies. 3.
The content of this article is mainly an argument on how all students must be a
part of a greater STEM vision so that later in life, they will be provided with proper
professional opportunities to help move the twenty-first century along. It defines
what the author deems, necessary attributes of certain programs dealing with
STEM so that they can engage and peak the interest of not most, but all
students. For this, the article provides certain examples of model programs that
will support STEM processes, and explains the progress that models such as the
ones describes, have achieved. To do this, the article includes statistics on the
academic proficiency of high school students who have had their curriculum
focused on STEM. 4. The audience of this article is most probably those
teachers, or school officials, who are most interested in making the STEM career
path have a greater influence on students by being a mandatory course
requirement, instead of an optional academic pathway. 5. This article correlates
to my senior project in that it expresses my opinion on advocating STEM focused
curriculum for students, especially those who are particularly interested in these
areas of study, but are not given the opportunities to effectively pursue this
choice. 6. This article includes no special features. 7. This article is especially
biased amongst others because of its assertive stance on the impact of STEM
curriculum. One of its major weaknesses is that it only presents the positive

consequences regarding this type of implementation, and almost none of the

drawbacks. It also does not effectively represent the opinions of teachers, or
officials affiliated with other subject areas, nor does it address the issue of
students who definitely know and who do not plan on joining STEM related areas
of study in the future and what they could gain or lose from this suggested idea.

1. Citation: Ghanbari, S. (2015). Learning across disciplines: A collective case study of

two university programs that integrate the arts with STEM. International Journal of
Education & the Arts, 16(7). Retrieved from http://www.ijea.org/v16n7/.
2. The purpose of this article is to address both sides of a suggested policy to
incorporate arts into STEM pathways. It aims to explore the aspects of
integration, collaboration, and experience centered learning and what these
methods bring to the creation of valuable knowledge for students. 3. This
research article is unique in its content due to the fact that it not only references
other similar articles that discuss the same subject, but it also references historic
events to support certain arguments. It brings to light new perspectives on how
STEAM can influence not only arts and STEM education in high school, but
moreover, in universities and institutions of the like, as well as in political issues
and representatives. 4. This article directs its audience to those who are neither
in support or in favor of transforming the idea of STEM into one of STEAM, but
rather are still deciding their stance on the policy. In this case, it does this by
presenting both sides of the idea, its benefits, and it criticisms. It is also directed
to an audience wanting to know more about how particular curriculums and
methods involving STEAM are really impacting students, and the ideas behind
these certain methods. 5. This article is relevant to my senior project because
expands more on the ideas of integration and collaboration and how these two

concepts are drastically important to an inclusion of arts education with STEM

education. This will allow me to support my argument of STEAM being an
opportunity for all students, not just those interested in STEM. 6. This research
article has no special features. 7. This paper, for the most part, accurately
describes how a transition from STEM to STEAM can be view as in critical and
supportive viewpoints, but it does tend to lean more toward supporting and
advocating the matter, than opposing it.