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The didactical STEAM-CT approach leans on collaborative work, active learning and process-based learning. Throughout the process of a STEAM-CT project, students develop a variety of competences such as problem-solving, creativity, critical analysis, cooperation, self-management, initiative, communication, digital literacy, …

Therefore, STEAM-CT projects lean on realistic contexts that are motivating and engaging. Students integrate and apply content from different disciplines to solve challenges, whereby computational thinking competences play a key role in the process of problem-solving. A STEAM-CT process gives students the freedom to act and think critically, creatively and innovatively. They get the opportunity to fail, try again and learn in a safe learning environment. The teacher acts as a coach who orchestrates each of the students’ learning process (Crawford, 2000). 

Even though the learning of all the STEAM disciplines and computational thinking is integrated, the teacher should select purposefully the specific knowledge and skills for all disciplines included and take into account the diversity between students (Stohlmann, Moore, & Roehrig, 2012). Based on a clear idea of the selected goals the teacher can get deliberately the most out of ICT and be an adequate time manager who stimulates creative thinking, teamwork, …  

Depending on formative assessment the teacher should enable students to be aware of the contribution a certain STEAM-CT project can add to their learning process. They need to be stimulated to reflect on their own learning. Consequently, STEAM-CT promotes self-management of students. 

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