Why teach STEAM?

Traditionally STEM learning involves a multi-disciplinary approach in which each component (science, technology, engineering, and mathematics) are learned separately. This can lead to the over emphasis of teaching facts results in students finding science too hard and boring. Instead of just listening to the teacher explaining facts, students maybe more interested in science if they are involved in the process of collecting evidences from situations familiar to them. They are likely to be more motivated if they participate in active discussion on what they see  and think  about the evidence they have collected. 

STEAM is an arts-integrated approach to learning that uses Science, Technology, Engineering, Mathematics (STEM). STEAM education attempts to provide students a more holistic learning experience by integrating math, engineering, and humanities with science and technology. But what do we mean by the 'arts'? ‘Arts’ is defined as any event or product that reflects a community’s social-cultural practices and values, for example , paintings, architecture, literature, history, leisure activities, festivals etc.   

By using Science, Technology, Engineering, Mathematics (STEM) content as starting points for/to

• guiding student inquiry, dialogue and critical/creative thinking 

• become better at solving problems and 

make connections between their science learning and the world around them.

The incorporation of STEAM in education has the capacity to enable students to develop the following:

• Independent inquiry, dialogue and critical thinking

• Problem solving 

• Develop connections between their learning and the world around them 

• Scientific creativity

STEAM encourages students to engage in alternative practices such as arts, creative arts, literature, history, music, poetry and more. This has the potential to help remove some of the limitations which students may feel when participating in traditional STEM activities. 

There are some research showing the positive effects of STEAM on primary/secondary students' perception of science learning (eg Lim, 2014; Chu, 2022).