Integrated STEAM Education: A Global Perspective

A special issue of Education Sciences (ISSN 2227-7102). This special issue belongs to the section "STEM Education".

Deadline for manuscript submissions: closed (31 July 2021) | Viewed by 64186

Special Issue Editor

Department of Specifics Didactics, Universidad de Burgos, c/Villadiego n, 109003 Burgos, Spain
Interests: science teaching; history and philosophy of science and technology; integrative STEAM education; inclusive education

Special Issue Information

Dear Colleagues,

Integrated Science, Technology, Engineering, Arts and Mathematics (STEAM) education is the most recent proposal for improving the teaching and learning of the disciplines referred to by the acronym from Kindergarten onwards. It seems that, under its umbrella, these disciplines are beginning to be integrated in a more educationally fruitful way, in an approach that it is currently expanding, albeit with only a few critical voices. In terms of its benefits, empirical research has shown that it increases students’ scientific, mathematical and digital competences, enhances students’ attitudes towards science and technology, and helps to foster creativity, innovative spirit, and critical thinking—qualities often absent in education systems.

This Special Issue is focused on discussing the potential and limitations of teaching and learning within integrative STEAM approaches, from an international perspective. Thus, empirical research involving innovative experiences in all aspects of teaching and learning, theoretical frameworks for integration and substantiated criticism are welcome.

Potential topics include, but are not limited to:

  • Frameworks for integrated STEAM education;
  • Multi-, inter- and transdisciplinary STEAM teaching and learning sequences;
  • The development of scientific, mathematical and digital competences during compulsory schooling;
  • Creativity and critical thinking within integrated STEAM approaches;
  • Socio-scientific IBSE and engineering design methodologies for integrated STEAM;
  • Robotics and STEAM proposals for inclusive education;
  • Competencial assessment for integrated STEAM practices;
  • Teacher training for STEAM.

Dr. Ileana M. Greca
Guest Editor

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1800 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • integrated STEAM education;
  • teacher training;
  • scientific and technological competences;
  • theoretical frameworks

Published Papers (10 papers)

Order results
Result details
Select all
Export citation of selected articles as:

Research

Jump to: Review, Other

15 pages, 313 KiB  
Article
Mapping K-12 Computer Science Teacher’s Interest, Self-Confidence, and Knowledge about the Use of Educational Robotics to Teach
by Nuno Dorotea, João Piedade and Ana Pedro
Educ. Sci. 2021, 11(8), 443; https://doi.org/10.3390/educsci11080443 - 18 Aug 2021
Cited by 10 | Viewed by 2838
Abstract
This paper reports a case study, developed in K-12 Portuguese Education, that aimed to analyze the computer science teachers’ knowledge, interest, and self-confidence to use educational robotics and other programable objects in classroom activities to teach computer science concepts and to promote students’ [...] Read more.
This paper reports a case study, developed in K-12 Portuguese Education, that aimed to analyze the computer science teachers’ knowledge, interest, and self-confidence to use educational robotics and other programable objects in classroom activities to teach computer science concepts and to promote students’ computational thinking skills. The research design was organized into a descriptive and exploratory quantitative approach. The participants were 174 in-service computer science teachers of Portuguese public education. The data was gathered from the participants, through the online application of the Robotics Interest Questionnaire scale (RIQ). Very positive levels of teacher’s knowledge, interest, and self-efficacy to use educational robotics for teaching purposes were reported in the study outcomes. These constructs were underlined in several studies as relevant factors to promote the use of educational robotics and other similar technologies by the teachers. Despite the study limitations and the small context, a set of relevant results was highlighted on computer science in-service teachers’ interest and preparation to use robotics and to support their students in learning activities with these artifacts. Full article
(This article belongs to the Special Issue Integrated STEAM Education: A Global Perspective)
13 pages, 240 KiB  
Article
Conceiving Socioscientific Issues in STEM Lessons from Science Education Research and Practice
by Silvia Alcaraz-Dominguez and Mario Barajas
Educ. Sci. 2021, 11(5), 238; https://doi.org/10.3390/educsci11050238 - 17 May 2021
Cited by 5 | Viewed by 3698
Abstract
This paper aims to elicit the different conceptions of Socioscientific Issues (SSI) in formal, non-tertiary STEM lessons. An examination of recent publications in the field of science education was conducted to elicit the most common conceptions of SSI as per the components of [...] Read more.
This paper aims to elicit the different conceptions of Socioscientific Issues (SSI) in formal, non-tertiary STEM lessons. An examination of recent publications in the field of science education was conducted to elicit the most common conceptions of SSI as per the components of STEM lessons, namely: purpose, contents, teaching and learning strategies and assessment. As for purpose, the conceptions elicited have been organized in terms of contributing to citizenship goals, or to scientific competence. As for contents, it was found that SSI are related both to knowledge of science and knowledge about science and linked to skills such as argumentation. In terms of teaching and learning strategies, SSI are mainly associated with Inquiry-Based Learning; and with student engagement techniques such as dilemmas and group discussions. Lastly, performance assessment of student learning processes and results is typical when SSI are conceived as a method of assessment of STEM lessons. This conception sets up strong foundations for the design and evaluation of innovative SSI teaching. It shall also help to open new lines of research establishing connections among applications of SSI in different subjects, cultural contexts and educational systems. Full article
(This article belongs to the Special Issue Integrated STEAM Education: A Global Perspective)
17 pages, 1718 KiB  
Article
Analysis of University STEM Students’ Mathematical, Linguistic, Rhetorical–Organizational Assignment Errors
by María-José Arévalo, María Asun Cantera, Vanessa García-Marina and Marian Alves-Castro
Educ. Sci. 2021, 11(4), 173; https://doi.org/10.3390/educsci11040173 - 06 Apr 2021
Cited by 6 | Viewed by 2647
Abstract
Although Error Analysis (EA) has been broadly used in Foreign Language and Mother Tongue learning contexts, it has not been applied in the field of engineering and by STEM (Science, Technology, Engineering, and Mathematics) students in a systematic way. In this interdisciplinary pilot [...] Read more.
Although Error Analysis (EA) has been broadly used in Foreign Language and Mother Tongue learning contexts, it has not been applied in the field of engineering and by STEM (Science, Technology, Engineering, and Mathematics) students in a systematic way. In this interdisciplinary pilot study, we applied the EA methodology to a wide corpus of exercises and essays written by third-year students of mechanical engineering, with the main purpose of achieving a precise diagnosis of the students’ strengths and weaknesses in writing skills. For the analysis to be as exhaustive as possible, the errors were typologized into three main categories (linguistic, mathematical, and rhetorical–organizational), each of which is, in turn, subdivided into 15 items. The results show that the predominant errors are rhetorical–organizational (39%) and linguistic (38%). The application of EA permits the precise identification of the areas of improvement and the subsequent implementation of an educational design that allows STEM students to improve their communicative strategies, especially those related to the writing skills and, more precisely, those having to do with the optimal use of syntax, punctuation, rhetorical structure of the text, and mathematical coherence. Full article
(This article belongs to the Special Issue Integrated STEAM Education: A Global Perspective)
Show Figures

Figure 1

13 pages, 2398 KiB  
Article
From STEAM to CHEER: A Case Study of Design Education Development in Taiwan
by Chinlon Lin, Jianping Huang and Rungtai Lin
Educ. Sci. 2021, 11(4), 171; https://doi.org/10.3390/educsci11040171 - 06 Apr 2021
Cited by 10 | Viewed by 5664
Abstract
The purpose of this study is to provide other developing countries in the region a reference on the successful design education reformation in Taiwan. The study first reviews Taiwan’s economic and design development to show their interconnection with local culture and the global [...] Read more.
The purpose of this study is to provide other developing countries in the region a reference on the successful design education reformation in Taiwan. The study first reviews Taiwan’s economic and design development to show their interconnection with local culture and the global market. Next, the study explores Taiwan’s design education development which transforms from adopting STEM (science, technology, engineering, mathematics) to STEAM (science, technology, engineering, art, mathematics) in secondary school, and understands how it overcomes challenges by the help of both public and private sectors. Last, a conceptual framework is proposed to present and study Taiwan’s design education development. The result from case studies validates that STEAM can reach SAD (science, arts, and design) in higher education and CHEER (collaboration, humanity, empathy, ecology, and renaissance) in design practice. Therefore, the result and implications provided by this study can serve as a reference for other countries in the region who share similar cultural and socioeconomic development and future goals as Taiwan. Full article
(This article belongs to the Special Issue Integrated STEAM Education: A Global Perspective)
Show Figures

Figure 1

20 pages, 1858 KiB  
Article
A Rubric to Assess and Improve Technical Writing in Undergraduate Engineering Courses
by Maria Asun Cantera, María-José Arevalo, Vanessa García-Marina and Marian Alves-Castro
Educ. Sci. 2021, 11(4), 146; https://doi.org/10.3390/educsci11040146 - 24 Mar 2021
Cited by 8 | Viewed by 2619
Abstract
Although there is consensus in the literature that writing skills are important in STEM (Science, Technology, Engineering, and Mathematics) studies, they are often neglected. However, some efforts have been made to correct this deficiency, one of them being the development of assessment rubrics. [...] Read more.
Although there is consensus in the literature that writing skills are important in STEM (Science, Technology, Engineering, and Mathematics) studies, they are often neglected. However, some efforts have been made to correct this deficiency, one of them being the development of assessment rubrics. This study seeks to contribute to the discussion by presenting the results of the application of a rubric designed to assess the writing skills of a group of 3rd year engineering students. This rubric, which includes linguistic and rhetorical-organizational criteria alongside the mathematical and technical, was used to assess a number of written exercises and essays submitted by students in a 15-week course. The main interest of this study was to test the efficacy of the rubric as a diagnostic tool, conceived to detect the areas of improvement in the students’ written performance and, ultimately, to also help them to achieve higher levels of competence. This goal was achieved, as one of the main conclusions of the study is that, although students usually master the technical aspects of the course, they must improve the linguistic and rhetorical aspects of their written communication. It can likewise be said that all the participants involved in the study profited in one way or another from the application of the rubric and contributed to identifying the ways in which the rubric itself can be improved for future application. Full article
(This article belongs to the Special Issue Integrated STEAM Education: A Global Perspective)
Show Figures

Figure 1

20 pages, 1903 KiB  
Article
Supporting Teachers on Their STEAM Journey: A Collaborative STEAM Teacher Training Program
by Katherine L. Boice, Justina R. Jackson, Meltem Alemdar, Analía E. Rao, Sabrina Grossman and Marion Usselman
Educ. Sci. 2021, 11(3), 105; https://doi.org/10.3390/educsci11030105 - 05 Mar 2021
Cited by 27 | Viewed by 6977
Abstract
There is growing enthusiasm for STEAM education in preparing students for an increasingly complex world. However, implementing STEAM in the classroom can be challenging for educators, as it may require collaboration across disciplines, increased workload, and understanding the nature of STEAM integration. This [...] Read more.
There is growing enthusiasm for STEAM education in preparing students for an increasingly complex world. However, implementing STEAM in the classroom can be challenging for educators, as it may require collaboration across disciplines, increased workload, and understanding the nature of STEAM integration. This paper details a mixed-methods evaluation of a year-long STEAM teacher training program, in which a STEM teacher and an arts teacher collaborated to design and implement integrated STEAM lessons at each of the nine participating schools (n = 17). The training program consisted of a 5-week summer professional development experience, followed by ongoing financial, material, and pedagogical support during the school year, made possible by the partnership of the schools, a university, and community organizations. Findings from surveys, focus groups, and written reflections suggest that, despite certain challenges, aspects of the training program supported teacher implementation of STEAM. Participation in the program impacted teachers’ collaboration, pedagogy, self-efficacy, and arts integration practices. The findings offer insight into the forms of support that teachers deem important in STEAM teacher training programs and the benefits of such a program for teachers’ professional development. Full article
(This article belongs to the Special Issue Integrated STEAM Education: A Global Perspective)
Show Figures

Figure 1

16 pages, 317 KiB  
Article
Teacher Perspectives on Teaching the STEM Approach to Educational Coding and Robotics in Primary Education
by Christian García-Carrillo, Ileana María Greca and María Fernández-Hawrylak
Educ. Sci. 2021, 11(2), 64; https://doi.org/10.3390/educsci11020064 - 08 Feb 2021
Cited by 12 | Viewed by 4221
Abstract
An analysis is presented in this study that provides insight into a practical training process and its impact on teachers and their viewpoints toward the integrated STEM approach used in that training process, together with educational coding and robotics, over the first years [...] Read more.
An analysis is presented in this study that provides insight into a practical training process and its impact on teachers and their viewpoints toward the integrated STEM approach used in that training process, together with educational coding and robotics, over the first years of compulsory primary education, where STEM implementations are relatively new. A case study was developed by two teachers following the practical training course, including pre- and post-interviews and nonparticipative observation of their classroom practices during the teacher-training sessions. The results revealed the positive perspectives that the teachers held toward the STEM-integrated approach and educational coding and robotics, despite the difficulties that arose in classroom practice. It was concluded that the STEM approach and its methods were beneficial both to pupils and to teachers alike for improving the teaching–learning process. Full article
(This article belongs to the Special Issue Integrated STEAM Education: A Global Perspective)

Review

Jump to: Research, Other

13 pages, 469 KiB  
Review
STEM vs. STEAM Education and Student Creativity: A Systematic Literature Review
by David Aguilera and Jairo Ortiz-Revilla
Educ. Sci. 2021, 11(7), 331; https://doi.org/10.3390/educsci11070331 - 02 Jul 2021
Cited by 78 | Viewed by 19289
Abstract
STEM (science, technology, engineering and mathematics) is an educational approach that is now accompanied by the STEAM (STEM + Arts) variant. Both educational approaches seek to renew the scientific literacy of younger generations, and, with the inclusion of the arts, student creativity is [...] Read more.
STEM (science, technology, engineering and mathematics) is an educational approach that is now accompanied by the STEAM (STEM + Arts) variant. Both educational approaches seek to renew the scientific literacy of younger generations, and, with the inclusion of the arts, student creativity is described as a key skill that must receive special attention. A review is therefore presented here of empirical STEM and STEAM-based educational interventions so as to determine their potential to develop student creativity. A systematic search of papers over one decade, 2010–2020, found 14 didactic interventions on the Web of Science and Scopus databases for analysis within the review process. The analysis suggested that: (1) the interventions based both on STEM and STEAM have multiple and even contradictory forms, both in theory and in practice; (2) there appears to be a preference among researchers for the Likert-type test to evaluate creativity; and (3) both educational approaches show evidence of positive effects on student creativity. In the light of the principal findings, it was concluded that arguing for the implementation of STEAM education over STEM education, with a view to developing or promoting student creativity, is not in agreement with the evidence from the empirical studies. Full article
(This article belongs to the Special Issue Integrated STEAM Education: A Global Perspective)
Show Figures

Figure 1

16 pages, 3374 KiB  
Review
Evolution of New Approaches in Pedagogy and STEM with Inquiry-Based Learning and Post-Pandemic Scenarios
by Csaba Deák, Baibhaw Kumar, István Szabó, Gábor Nagy and Szabolcs Szentesi
Educ. Sci. 2021, 11(7), 319; https://doi.org/10.3390/educsci11070319 - 26 Jun 2021
Cited by 21 | Viewed by 10005
Abstract
In the last ten years, pedagogy has been evolving rapidly in terms of teaching approaches. This study is an attempt to analyze the recently developed novel pedagogy models. STEM integration and classroom engagement are primary approaches in pedagogy in recent times. The article [...] Read more.
In the last ten years, pedagogy has been evolving rapidly in terms of teaching approaches. This study is an attempt to analyze the recently developed novel pedagogy models. STEM integration and classroom engagement are primary approaches in pedagogy in recent times. The article aims to provide educators with some analytical tools to complement the modernization of STEM pedagogy. Integration flow and skill-set balancing, along with matrix analysis, are projected to be efficient solutions for evolved pedagogy. A novel PESTLE model is framed for tackling the changes in pedagogies during pandemics and emergencies. Inquiry-based learning can foster and accelerate the cause of integrating subjects in STEM pedagogy. In addition, the article discusses the post-pandemic scenario of pedagogy in the education system as a whole. Full article
(This article belongs to the Special Issue Integrated STEAM Education: A Global Perspective)
Show Figures

Figure 1

Other

Jump to: Research, Review

14 pages, 675 KiB  
Systematic Review
Gendered STEM: A Systematic Review and Applied Analysis of Female Participation in STEM in the United Arab Emirates
by Ibrahim Alzaabi, Antonia Ramírez-García and Manuel Moyano
Educ. Sci. 2021, 11(10), 573; https://doi.org/10.3390/educsci11100573 - 23 Sep 2021
Cited by 5 | Viewed by 3007
Abstract
The present study aims to identify potential barriers that women in the United Arab Emirates might face if they pursue careers in science, technology, engineering, and mathematics (STEM). For this purpose, a systematic review and subsequent applied analysis of the UAE context was [...] Read more.
The present study aims to identify potential barriers that women in the United Arab Emirates might face if they pursue careers in science, technology, engineering, and mathematics (STEM). For this purpose, a systematic review and subsequent applied analysis of the UAE context was developed. The systematic review was reported in accordance with the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines and PRISMA Extension for Scoping Reviews. The review was performed on EBSCO, ProQuest, Wiley Online Library, Gale, Taylor and Francis Online, SAGE Complete, and JSTOR. The initial database search yielded 168 articles. Following a review of the corresponding abstracts, eight full-text articles that fulfilled the inclusion criteria were selected. The results obtained are discussed in the context of the UAE and help inform policy proposals and future research lines to strengthen the involvement of women in STEM careers. The study found that while women in the UAE have greater access to education in engineering and STEM fields, women’s employment prospects in these sectors remain fraught. Full article
(This article belongs to the Special Issue Integrated STEAM Education: A Global Perspective)
Show Figures

Figure 1

Back to TopTop