STEAM education: Contributing evidence of validity and effectiveness

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Abstract

While the acronym STEAM — Science, Technology, Engineering, Arts, Mathematics — has become a buzzword in educational settings, STEAM education is still at an early stage in its development. In fact, many consider the promotion of STEAM education as being based on relatively weak empirical grounds. This special issue responds to the need for additional evidence regarding STEAM's validity and effectiveness. In the first part of this article, the STEAM construct is defined, with its origin, characteristics and various models described. The barriers that hinder or prevent its application in the classroom are also analysed. The second part presents the six articles included in the special issue. The first article analyses the theoretical bases of STEAM education. It is followed by five empirical studies: two are contextualized within primary education, two within secondary education and one final study on STEAM teacher education. We trust that this series of studies will contribute to further developing the theoretical, epistemological and practical frameworks underpinning STEAM education.

El acrónimo STEAM — por sus siglas en inglés, Science, Technology, Engineering, Arts, Mathematics — se ha convertido en uno de los términos de moda en entornos educativos. Sin embargo, la Educación STEAM aún se encuentra en una fase temprana de su desarrollo, y muchos consideran que se está promoviendo sobre bases empíricas relativamente débiles. El presente número especial responde a la necesidad de aportar pruebas adicionales sobre la validez y efectividad de STEAM. En la primera parte del artículo, se define el constructo STEAM, se describe su origen, características y modelos, y se analizan las barreras que dificultan o impiden su aplicación en las aulas. En la segunda parte, se presentan los seis artículos que integran el monográfico. Se incluye un primer estudio que analiza las bases teóricas de STEAM, seguido de cinco estudios empíricos: dos contextualizados en Educación Primaria, dos en Secundaria, y un sexto estudio sobre formación STEAM del profesorado. Confiamos que el monográfico contribuya al desarrollo de los marcos teóricos, epistemológicos y prácticos en que se sustenta la Educación STEAM. Copyright © 2021 Fundacion Infancia y Aprendizaje.
Original languageEnglish
Pages (from-to)755-768
JournalInfancia y Aprendizaje
Volume44
Issue number4
Early online dateJun 2021
DOIs
Publication statusPublished - 2021

Citation

Bautista, A. (2021). STEAM education: contributing evidence of validity and effectiveness. Infancia y Aprendizaje, 44(4), 755-768. doi: 10.1080/02103702.2021.1926678

Keywords

  • Alt. title: Educación STEAM: Aportando pruebas de validez y efectividad
  • STEAM education
  • Curriculum integration
  • Validity
  • Effectiveness
  • Pedagogical innovation
  • Educación STEAM
  • Integración curricular
  • Validez
  • Efectividad
  • Innovación pedagógica

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