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History
History
STEAM is an acronym that stands for Science, Technology, Engineering, Arts, and Mathematics.
The term was coined, according to John M. Eger, then Zahn Professor of Creativity and Innovation at San Diego State University, by Harvey White co-founder of both Qualcomm Inc. and Leap Wireless International Inc., in a talk to the San Diego Economic Development Corporation (Eger) around 2010.
It is also related to the term STEM, which was popular during the 2000s in the US education system. According to Encyclopaedia Britannica, “the STEM acronym was introduced in 2001 by scientific administrators at the US National Science Foundation (NSF). The organization previously used the acronym SMET when referring to the career fields in those disciplines or a curriculum that integrated knowledge and skills from those fields. In 2001, however, American biologist Judith Ramaley, then assistant director of education and human resources at NSF, rearranged the words to form the STEM acronym” (Hallinen).
Why STEAM?
Why STEAM?
STEM Education
STEM Education
During the mid-2000s, several sources indicated that students needed to be better prepared "to participate in the workforce and compete in the global economy" (Hallinen), particularly in science and math. That fueled the proper definition of STEM education, like the one proposed by the southwestern Pennsylvania area:
[STEM is] an interdisciplinary approach to learning where rigorous academic concepts are coupled with real-world lessons as students apply science, technology, engineering, and mathematics in contexts that make connections between school, community, work, and the global enterprise enabling the development of STEM literacy and with it the ability to compete in the new economy.
The Power of STEAM: Integrating Arts for Innovation
STEAM education, an acronym for Science, Technology, Engineering, Arts, and Mathematics, transcends mere subject integration. It embraces project-based learning, a dynamic approach that fosters interdisciplinary collaboration. In this model, students tackle real-world challenges, employing creative problem-solving and critical thinking to arrive at innovative solutions. This collaborative process culminates in the sharing of findings and conclusions, enriching the learning experience. (University of Denver)
The infusion of arts into STEAM education introduces diverse perspectives, enriching the problem-solving framework. This multi-faceted approach facilitates the development of creative and impactful solutions that surpass the sum of their individual components. (Brady)
Numerous design concepts, such as user-centered design (emphasizing user experience, usability, and preferences) and biomimetics (drawing inspiration from nature), have their roots firmly grounded in the arts. These artistic principles serve as invaluable companions in the STEAM context, providing crucial cohesion and structure to the intricate challenges (Sharapan) and their corresponding solution proposals: "Students may see themselves not just as future scientists but as designers and creators". (Cook)
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Works Cited
Brady, Justin. “STEM Is Incredibly Valuable, but If We Want the Best Innovators We Must Teach the Arts.” Washington Post, 5 Sept. 2014, www.washingtonpost.com/news/innovations/wp/2014/09/05/stem-is-incredibly-valuable-but-if-we-want-the-best-innovators-we-must-teach-the-arts/. Accessed 21 Jan. 2025.
Cook, Kristin, et al. “Engineering Encounters: From STEM to STEAM Incorporating the Arts in a Roller Coaster Engineering Project.” Science and Children, vol. 54, no. 6, 2017, pp. 86–93. JSTOR, http://www.jstor.org/stable/26387133. Accessed 21 Jan. 2025.
Eger, John M. “STEAM Not Just STEM.” HuffPost, 15 Oct. 2010, www.huffpost.com/entry/steam-not-just-stem_b_751847. Accessed 21 Jan. 2025.
Hallinen, Judith. “STEM | Description, Development, & Facts.” Encyclopædia Britannica, 13 Sept. 2022, www.britannica.com/topic/STEM-education.
Sharapan, Hedda. “From STEM to STEAM: How Early Childhood Educators Can Apply Fred Rogers’ Approach.” YC Young Children, vol. 67, no. 1, 2012, pp. 36–40. JSTOR, http://www.jstor.org/stable/42731124. Accessed 21 Jan. 2025.
Brady, Justin. “STEM Is Incredibly Valuable, but If We Want the Best Innovators We Must Teach the Arts.” Washington Post, 5 Sept. 2014, www.washingtonpost.com/news/innovations/wp/2014/09/05/stem-is-incredibly-valuable-but-if-we-want-the-best-innovators-we-must-teach-the-arts/. Accessed 21 Jan. 2025.
Cook, Kristin, et al. “Engineering Encounters: From STEM to STEAM Incorporating the Arts in a Roller Coaster Engineering Project.” Science and Children, vol. 54, no. 6, 2017, pp. 86–93. JSTOR, http://www.jstor.org/stable/26387133. Accessed 21 Jan. 2025.
Eger, John M. “STEAM Not Just STEM.” HuffPost, 15 Oct. 2010, www.huffpost.com/entry/steam-not-just-stem_b_751847. Accessed 21 Jan. 2025.
Hallinen, Judith. “STEM | Description, Development, & Facts.” Encyclopædia Britannica, 13 Sept. 2022, www.britannica.com/topic/STEM-education.
Sharapan, Hedda. “From STEM to STEAM: How Early Childhood Educators Can Apply Fred Rogers’ Approach.” YC Young Children, vol. 67, no. 1, 2012, pp. 36–40. JSTOR, http://www.jstor.org/stable/42731124. Accessed 21 Jan. 2025.
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