Designing STEAM for Broad Participation in Science

Abstract

The approach of integrating art with STEM, also known as STEAM (Science, Technology, Engineering, Art, and Math), has gained tremendous popularity over the last several years, in large part due its potential to enhance science learning and broaden participation in science (Vossoughi & Bevan, 2014). However, the field is still nascent with respect to a guiding set of best practices. Unless close attention is paid to using meaningful STEAM practices, including those that support identity development and equity, STEAM is unlikely to fulfill its promise. In this essay, we present a new model for thinking about STEAM, including proposing a set of core STEAM practices that draw on disciplinary practices of art and science. We then provide two examples of STEAM practices in action with respect to activities that integrate biology and chemistry with art. Finally, we offer a set of design recommendations to those wishing to develop impactful STEAM activities. These principles are broadly applicable to science learning in diverse contexts and settings, both in and out of school.

The trouble with STEAM and why we use it anyway

“…The challenge of an uncritical policy inclusion such as this is that an unguided implementation may be superficial or poor and not take advantage of the epistemic connections across arts and the STEM fields (Connor et al, 2014). In the second instance, the positioning of arts as a tool for STEM is a commonly found rhetorical position within the growing body of STEAM literature (Bequette & Bequette, 2015; Conner et al, 2017; Land, 2013), and in the burgeoning Maker field (Taylor, 2016). A common refrain for the inclusion of art practices or pedagogies in STEM or science learning is that the arts provide a creative or “innovative” aspect missing from science pedagogies (Segarra et al, 2018).…”

“…Within this evolving field, an enduring tension has been the framing of arts as serving rather than equal to the various STEM (Science, Technology, Engineering, and Mathematics) fields. While the popularity of STEAM is reflected in its increased usage (e.g., Walmer, 2018), there is considerable definitional divergence regarding what STEAM is: how the term/concept is used, and how useful it is; the contexts under which it is deployed; and importantly, for whom and toward what ends it is being used (Colucci‐Gray et al, 2017, 2019; Conner et al, 2017; Costantino et al, 2015; H. E. Wilson, 2018).…”

“…Such programs focus on supporting students' STEM learning, including identity development and career aspirations (Scarff, 2015). Many of these programs argue that adding the A to STEM helps to broaden participation in STEM learning (Conner et al, 2017) toward established STEM education goals of expanding corresponding disciplinary literacies and workforces (Atkinson & Mayo, 2010; Land, 2013; Langdon et al, 2011). Other programs seek to explore the emancipatory role that creativity and self‐expression through the arts can bring to questions often addressed in the science curriculum such as climate change, conservation, and sustainable development (Aslan et al, 2014; Jennett, Kloetzer, Cox, et al, 2016; Jennett, Kloetzer, Schneider, et al, 2016; Miller‐Rushing et al, 2019; Root‐Bernstein et al, 2011).…”

Development of 21^st Century Skills in Mathematics Learning with STEAM in MTs Negeri 2 Wonogiri

“…According to Bell [8] in Dewi Fenita [9] states that project-based learning can be an alternative learning model that supports the improvement of 21 st century skills [10]. Students determine their own collaborative learning processes, conduct research, make creative projects, reflect knowledge they have [11].…”

“…According to data from the Central Statistics Agency [13], human development in Indonesia shows that the Human Development Index (HDI) in 2019 will reach 71.92 [8]. That number increased by 0.53 points or grew by 0.74 percent compared to 2018.…”