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Conceptualising and framing STEAM education: what is (and what is not) this educational approach?

  • Rodrigues-Silva, Jefferson [2] ; Alsina, Ángel [1] Árbol académico
    1. [1] Universitat de Girona

      Universitat de Girona

      Gerona, España

    2. [2] Federal Institute of Minas Gerais, Department of Mechanical Engineering, Arcos, Minas Gerais, Brazil
  • Localización: Texto Livre: Linguagem e Tecnologia, ISSN-e 1983-3652, Vol. 16, Nº. 1, 2023
  • Idioma: inglés
  • DOI: 10.1590/1983-3652.2023.44946
  • Títulos paralelos:
    • Conceitualização e modelo da educação STEAM: o que é (e o que não é) essa abordagem educacional?
  • Enlaces
  • Resumen
    • português

      STEAM é uma abordagem educacional recente que visa o ensino interdisciplinar de ciência, tecnologia, engenharia, artes/humanidades e matemática. A literatura relata confusão conceitual que frequentemente desvia a prática e a pesquisa de STEAM para questões relacionadas a atividades ou contextos específicos. Portanto, realizamos uma revisão narrativa de artigos indexados em Web of Science (WoS) para elucidar a história, epistemologia e divergências da educação STEAM. Como estratégia, primeiro nos centramos em documentos que pudessem oferecer uma visão panorâmica do objeto de estudo – revisões da literatura e artigos que discutem modelos teóricos de STEAM. Identificamos junções essenciais de discussão e expandimos a revisão. Articulamos racionalidades sobre por que STEAM não é uma evolução do STEM, uma metodologia de ensino ou um sinônimo de interdisciplinaridade. Além disso, discutimos a adequação da interdisciplinaridade em STEAM, que é fortemente apoiada pelas disciplinas e suas interseções; em vez da transdisciplinaridade, em que o conhecimento permanece difuso dentro de um todo holístico. Diferenciamos os conceitos disciplinas STEAM (lista das cinco áreas de conhecimento), atividades STEAM (unidade de ensino interdisciplinar de pelo menos duas disciplinas STEAM) e a educação STEAM (abordagem educacional de interdisciplinaridade entre todas as cinco disciplinas). Finalmente, definimos e propusemos um modelo para STEAM em formato de mesa que destaca duas condições necessárias e suficientes – interdisciplinaridade e as cinco áreas do acrônimo. O modelo permite visualizar a pluralidade de metodologias de ensino e objetivos educacionais consistentes com STEAM.

    • English

      STEAM is a recent educational approach intending the interdisciplinary teaching of science, technology, engineering, arts/humanities, and mathematics. The literature reports conceptual confusion that frequently diverts STEAM practice and research to issues concerning particular activities or contexts. Therefore, we carried out a narrative review of articles indexed in the Web of Science (WoS) to elucidate STEAM education’s history, epistemology, and divergences. As a strategy, we first focused on documents that could offer a panoramic view of the object of study – literature reviews and articles about STEAM frameworks. Through them, we identified essential discussion points and further expanded the review. As a result, we articulated rationalities about why STEAM is not a mere evolution of STEM, a teaching methodology, or just a synonym for interdisciplinarity. Furthermore, we discussed the appropriateness of interdisciplinarity in STEAM – since it is strongly supported by the disciplines and their intersections – instead of pursuing transdisciplinarity, meaning knowledge remains undefined in a holistic whole. We differentiated STEAM disciplines (list of the five knowledge areas), STEAM activities (interdisciplinary teaching unity of at least two STEAM disciplines), and STEAM education (educational approach of interdisciplinarity between all five disciplines). Finally, we defined and proposed a framework for STEAM in a table format that stresses two necessary and sufficient conditions – interdisciplinarity and the five acronym areas. The framework permits envisioning the plurality of teaching methodologies and educational objectives consistent with STEAM.

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