TY - JOUR
T1 - At the dawn of science, technology, engineering, arts, and mathematics (STEAM) education
T2 - prospects, priorities, processes, and problems
AU - Belbase, Shashidhar
AU - Mainali, Bhesh Raj
AU - Kasemsukpipat, Wandee
AU - Tairab, Hassan
AU - Gochoo, Munkhjargal
AU - Jarrah, Adeeb
N1 - Funding Information:
Several schools and universities in the USA have implemented STEAM pedagogy in their curricula to bring marginalized and underrepresented communities into the inclusiveness and justice in pedagogy. In this context, Native Americans are underrepresented populations in the STEM fields (Kant et al., ). One of the STEAM learning purposes is to increase the participation and interest of such underrepresented and marginalized communities. This purpose can be achieved by improving the diversity in education in general and STEM fields in particular (Kant et al., ). To explore underrepresentation of Native American Girls in STEM fields, the South Dakota Space Grant Consortium (SDSGC) and the National Science Foundation’s (NSF’s) Pre-engineering Education Collaborative (PEEC), partially funded a programme that partnered Flandreau Indian School (FIS) with South Dakota State University’s Civil and Environmental Engineering Department. The programme was named as STEAM Girls (Kant et al., ). A majority of the respondents changed their attitudes from previously negative or neutral to a more positive for science and engineering, technology, and mathematics through the integration of the arts. The results from the post-focus group in the final STEAM Girls programme showed that the participants liked the activities that included pride in Native American culture. They enjoyed the field engagement activities at South Dakota State University (Kant et al., ).
Publisher Copyright:
© 2021 Informa UK Limited, trading as Taylor & Francis Group.
PY - 2022
Y1 - 2022
N2 - The purpose of this study was to examine the current state of integrated science, technology, engineering, arts, and mathematics (STEAM) education. We conducted an extensive review of the literature, followed by document analysis to construct concepts and themes associated with prospects, priorities, processes, and problems of STEAM education. The analysis of STEAM learning concepts from the literature provided three sub-constructs under the prospects – STEAM movement, the purpose of STEAM education, and benefits of STEAM education. The sub-constructs under priorities of STEAM education were–curriculum integration in STEAM and STEAM education as a curriculum reform. The sub-constructs of STEAM education as a process were–the pedagogical process and assessment in STEAM education. The sub-constructs of the problems in STEAM education were – critiques against STEAM education and the challenges of STEAM education. Finally, we discussed findings and presented some implications of STEAM education.
AB - The purpose of this study was to examine the current state of integrated science, technology, engineering, arts, and mathematics (STEAM) education. We conducted an extensive review of the literature, followed by document analysis to construct concepts and themes associated with prospects, priorities, processes, and problems of STEAM education. The analysis of STEAM learning concepts from the literature provided three sub-constructs under the prospects – STEAM movement, the purpose of STEAM education, and benefits of STEAM education. The sub-constructs under priorities of STEAM education were–curriculum integration in STEAM and STEAM education as a curriculum reform. The sub-constructs of STEAM education as a process were–the pedagogical process and assessment in STEAM education. The sub-constructs of the problems in STEAM education were – critiques against STEAM education and the challenges of STEAM education. Finally, we discussed findings and presented some implications of STEAM education.
KW - STEAM
KW - integrated education
KW - twenty-first-century skills
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U2 - 10.1080/0020739X.2021.1922943
DO - 10.1080/0020739X.2021.1922943
M3 - Article
AN - SCOPUS:85105455432
VL - 53
SP - 2919
EP - 2955
JO - International Journal of Mathematical Education in Science and Technology
JF - International Journal of Mathematical Education in Science and Technology
SN - 0020-739X
IS - 11
ER -