Chapter 3: The added value of the Steam approach

The specific added value of this approach is the adoption of a multidisciplinary strategy in which STEM subjects and humanities work together for a common goal, facilitated by a mix of multiple educational methodologies, depending on the topic or context

3.1 In the real world STEM, Art and Humanities are all connected

STEM in the world

In today’s world, innovation practices in the field of engineering and technology cannot be separated from design thinking, creativity, communication and artistic skills.

An important part of this educational approach is that students who are taught under a STEAM framework are not just taught the subject matter but they are taught how to learn, how to ask questions, how to experiment and how to create. (Joseph Lathan STEAM Education: A 21st Century Approach to Learning).

Innovation

Innovation is linked, directly or indirectly, to human experience, needs and problems. This can occur through engaging with the arts – playing or listening to music, dancing, experiencing or creating art, watching and creating video or film, or being involved in designing and making. (EC 2015)

Curiosity

To approach learning in a context in which there are not boundaries between subjects and the focus is on just ask and seek answers encourages natural curiosity in children.

Curiosity comes from the possibility to base the learning on personal choices regardless of the different subjects involved.

3.2 Including people not engaged in STEM

The STEAM learning approach helps school to improve relevance of STEM subjects and inclusion.

Relevance

What makes an activity relevant is the link with the personal interests and the daily life of students.

In this case, the engagement can be improved through the connection with artistic mediums that students enjoy, like, for example, visual arts and music.

Inclusion

Arts-based strategies - especially in cross-disciplinary experiential learning contexts – differentiate the learning in ways that are highly individualised, foster creative thinking and innovative practice with course content, and create an environment that is inclusive and equitable. (STEAM: Creating an Environment of Inclusion and Innovation Ren Hullender, PhD Holly Hoffman, PhD Julie Cunningham, MA March 2016).