The Move from STEM Learning to STEAM Learning
Recently, classrooms have seen a shift in the type of learning. Educators and parents have seen value in Science, Technology, Engineering, and Mathematics (STEM) where scholars are able to engage in a more hands-on learning approach. However, there seems to be some value to move more towards integrating Arts and Humanities to make it STEAM learning. Educational facilities are finding that "it incorporates content areas by merging the subjects and asking students to problem solve using authentic scenarios" (Quigley 2016). What seems to be even more exciting is that "art incorporates new approaches to solving problems" (Quigley 2016) and when used with STEM will "deliver a natural platform for transdisciplinary inquiry" (Quigley 2016). If teachers move towards the STEAM approach, one thing to be aware of is what kind of arts are built into the lesson and how different students will execute the use of arts within the inquiry process. For example, in some studies looked at in Taiwan found that some end products were incomplete due to the limited art elements or the misunderstanding of how to effectively incorporate the arts into the STEM process (Liu 2021). In some other recent studies, the STEAM process was introduced not only to students during school hours where they could work together through the process, but the teachers conducting the lessons participated in STEAM professional development in the evenings to ensure proper integration of the Arts (Bush 2020). Their findings showed that not only the students gained connections and knowledge as long as "teachers continually reflect upon their own practices and the intended outcome of each STEAM inquiry" (Bush 2020). Educators have been fighting the battle of the rise of technology within the classroom for years. New gaming systems and virtual education have caused teachers to find new ways of engaging their students. Not only does STEM learning lead to exposure to future technology and math careers, but adding the Arts element will lead to scholars possessing a deeper understanding of real-life problems and solutions. The STEAM learning process will not only engage students on a higher level, but it also allows them to be better prepared for a number of careers in today's world.
Resources:
Bush, S., Cook, K., Edelen, D. & Cox, R. (June 2020). Elementary Students’ STEAM Perceptions. The
Elementary School Journal, 120(4),
692-714.
Liu, C.-Y. Wu, C.-J., Chien, Y.-H., Tzeng, S.-Y., & Kuo, H.-C. (2021, August 19). Examining the Quality of Art in
STEAM Learning Activities. Psychology of Aesthetics, Creativity, and the Arts online publication.
http://dx.doi.org/10.1037/aca0000404
Quigley, C. & Herro, D. (June 2016). Finding the Joy in the Unknown: Implementation of STEAM Teaching
Practices in Middle School Science and Math Classrooms. Journal of Science Education and Technology,
25(3), 410-426.
