Research Article | Open Access
SUSTAINABILITY EDUCATION ON INTANGIBLE CULTURAL ASSETS: A STUDY OF THE FEASIBILITY OF INTRODUCING STEM EDUCATION THEORY TO THE TRANSMISSION EDUCATION ON INTANGIBLE CULTURAL ASSETS
Chi-Sen Hung
Pages: 908-918
Abstract
This study explores the feasibility of introducing STEM education theories to the transmission education of intangible cultural assets. Firstly, the study adopted the in-depth interview method. We invited six intangible cultural preservationists and two government personnel who participated in the Transmission Education Program. These interviewees were asked to discuss Taiwan's current intangible cultural asset preservation and transmission education program. Secondly, the study invited five university instructors specialized in cultural heritage preservation, science education research, STEM education research, craft design, and cultural and creative industry design to explore the feasibility of introducing STEM theories to various types of intangible cultural heritage education.
The study revealed that the STEM education concept could be integrated into all levels of the intangible cultural asset transmission education framework. Moreover, STEM theory is suitable for the education discourse and curriculum planning concerning intangible cultural assets and the development of teaching materials.
Keywords
STEM, Intangible Cultural Assets, Educational Transmission, Sustainability