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 - 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
SN - 0020-739X
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
IS - 11
ER -