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Education Sciences
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Impact of Integrated STEAM Education
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Impact of Integrated STEAM Education

A special issue of Education Sciences (ISSN 2227-7102). This special issue belongs to the section "STEM Education".

Deadline for manuscript submissions: 13 January 2025 | Viewed by 24617

Special Issue Editor

Dr. Jairo Ortiz-Revilla

E-Mail Website
Guest Editor
Department of Specific Didactics, Faculty of Education, University of Burgos, 09001 Burgos, Spain
Interests: science education; integrated STEAM education; competence development; active methodologies; evaluation

Special Issue Information

Dear Colleagues,

Integrated STEAM education has emerged globally in consonance with the need to promote a more active learning process with disciplinary collaboration, capable of enhancing competency development and literacy in line with the problems of today's world.

Thus, international policies and theoretical models for integrated STEAM education have emerged, giving rise to a number of publications on various implementations of STEAM proposals. However, the analysis of the results is often relegated or superficially addressed, and there is a gap in the literature on the study of educational impact.

In order to continue rigorously exploiting its potential, the purpose of this Special Issue is to enliven this discussion from any point of view within formal education (on the competency, conceptual, attitudinal, emotional, etc., development of students, in relation to teacher training, or by using various theoretical models, disciplinary approaches, active methodologies, in inclusive environments, etc.). A corpus of pioneering studies will be compiled to describe a current international overview of the effectiveness of this approach, including both strengths and possible improvements.

Manuscripts focusing on (but not limited to) the following topics are welcome:

  • Implementation of STEAM proposals at all educational stages (early childhood, primary, secondary, or university education) with rigorous analysis of their impact.
  • Position or theoretical nature articles discussing issues related to the impact of integrated STEAM education.
  • Reviews or meta-analyses that identify and analyze information related to the impact of integrated STEAM education.

Dr. Jairo Ortiz-Revilla
Guest Editor

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1800 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • integrated education
  • disciplinary integration
  • STEAM education
  • formal education
  • impact
  • effect
  • literacy
  • competence

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Published Papers (6 papers)

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16 pages, 388 KiB  
Article
Identity Trajectories of Faculty Members through Interdisciplinary STEAM Collaboration Paired with Public Communication
by Renee M. Desing, Renee Pelan, Rachel L. Kajfez, Cassie Wallwey, Abigail M. Clark and Sathya Gopalakrishnan
Educ. Sci. 2024, 14(5), 454; https://doi.org/10.3390/educsci14050454 - 25 Apr 2024
Viewed by 1159
Abstract
Faculty members in science, technology, engineering, and mathematics (STEM) fields are accustomed to presenting their research findings through journal publications, conference presentations, textbooks, and other academic mediums. However, the audience for these traditional forms of communication are other researchers, which raises concerns about [...] Read more.
Faculty members in science, technology, engineering, and mathematics (STEM) fields are accustomed to presenting their research findings through journal publications, conference presentations, textbooks, and other academic mediums. However, the audience for these traditional forms of communication are other researchers, which raises concerns about how science research and knowledge are communicated to audiences who have less expertise on these topics. We sought to understand how faculty members develop their identities through collaborative professional development opportunities aimed at growing communication skills to communicate with audiences less familiar with research through interdisciplinary science, technology, engineering, arts, and mathematics (STEAM) activities. We conducted a qualitative, longitudinal study with sixteen STEAM faculty members to explore their identity trajectories as their interdisciplinary cohorts participated in various collaborations to engage with public audiences about their research. Through our analysis, we found that each faculty member’s dominant identity played a significant role in their identity trajectory through their professional development. We observed a significant growth in faculty members’ communication skills, such as learning new presentation techniques to engage others in their research areas of expertise and in their understanding of interdisciplinary STEAM collaboration. Our results provide insights into the identity trajectories of faculty members and how their identity development through these interdisciplinary STEAM collaborations will impact their formal education roles as researchers and teachers moving forward. Full article
(This article belongs to the Special Issue Impact of Integrated STEAM Education)
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32 pages, 332 KiB  
Article
Teacher Professional Development in Integrated STEAM Education: A Study on Its Contribution to the Development of the PCK of Physics Teachers
by Iva Martins and Mónica Baptista
Educ. Sci. 2024, 14(2), 164; https://doi.org/10.3390/educsci14020164 - 5 Feb 2024
Cited by 1 | Viewed by 2422
Abstract
Integrated STEM education (iSTEM) has attracted attention due to its potentialities regarding students’ learning and intentions to pursue STEM-related careers. However, although increasingly popular, iSTEM remains challenging and elusive, particularly from teachers’ perspective. This scenario became even more complex with the inclusion of [...] Read more.
Integrated STEM education (iSTEM) has attracted attention due to its potentialities regarding students’ learning and intentions to pursue STEM-related careers. However, although increasingly popular, iSTEM remains challenging and elusive, particularly from teachers’ perspective. This scenario became even more complex with the inclusion of “A”, from the Arts. Considering that the quality of teachers is decisive in the success of integrated STEAM education (iSTEAM), it is essential to provide teachers with opportunities to develop their Pedagogical Content Knowledge (PCK) for iSTEAM. In this work, the aim was to understand the effect of teacher professional development (TPD) within iSTEAM on the development of Physics teachers’ PCK related to the topic of “Electrical circuits with associations in series and parallel”. This study followed a pre-test/post-test design with a single group, which facilitates the subsequent comparison of participants’ reported PCK before and after their involvement in the TPD. The results showed that the TPD had a favorable impact on teachers’ PCK. The results of this study also contribute to defining a specific PCK for STEAM (STEAM-PCK). Full article
(This article belongs to the Special Issue Impact of Integrated STEAM Education)
22 pages, 2368 KiB  
Article
Evaluation of STEAM Project-Based Learning (STEAM PBL) Instructional Designs from the STEM Practices Perspective
by Miquel Pérez Torres, Digna Couso Lagarón and Conxita Marquez Bargalló
Educ. Sci. 2024, 14(1), 53; https://doi.org/10.3390/educsci14010053 - 31 Dec 2023
Cited by 2 | Viewed by 4282
Abstract
Currently, there is a wide diversity of project-based learning instructional designs presented as “STEAM projects”. However, it is essential to evaluate if all these STEAM projects align their learning objectives and activities with the intended STEAM competences. This paper aims to characterize the [...] Read more.
Currently, there is a wide diversity of project-based learning instructional designs presented as “STEAM projects”. However, it is essential to evaluate if all these STEAM projects align their learning objectives and activities with the intended STEAM competences. This paper aims to characterize the impact of the STEAM educational approach through the analysis of contemporary STEAM projects implemented in five Spanish secondary schools from a curricular perspective based on STEM practices. A dataset comprising 46 secondary school STEAM projects implemented in Spain was evaluated using STEM project-based learningrubric, considering 21 evaluation criteria. The findings reveal an imbalance in the sophistication of STEAM projects concerning Science and Technology disciplinary-linked criteria and meta-disciplinary-linked criteria within this framework. These results enable the mapping and highlighting of the fact that not all STEAM projects equally serve their intended educational purposes or integrate all their features with the same level of sophistication. Curriculum organizations from different secondary school levels are also pointing out notable differences regarding how they address STEM competence. Acknowledging these differences and challenges in further initiatives of STEAM PBL instructional designs could support their design. By identifying areas of improvement, educators can optimize the impact of these projects on fostering STEAM competences among students. Full article
(This article belongs to the Special Issue Impact of Integrated STEAM Education)
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30 pages, 1131 KiB  
Article
Augmenting the Impact of STEAM Education by Developing a Competence Framework for STEAM Educators for Effective Teaching and Learning
by Natalia Spyropoulou and Achilles Kameas
Educ. Sci. 2024, 14(1), 25; https://doi.org/10.3390/educsci14010025 - 25 Dec 2023
Cited by 4 | Viewed by 4783
Abstract
STEAM (science, technology, engineering, arts, and mathematics) education is gaining increasing attention worldwide, with many initiatives being implemented to promote its adoption and effectiveness; thus, its successful integration into educational systems has become increasingly critical. Educators will play a central role in this [...] Read more.
STEAM (science, technology, engineering, arts, and mathematics) education is gaining increasing attention worldwide, with many initiatives being implemented to promote its adoption and effectiveness; thus, its successful integration into educational systems has become increasingly critical. Educators will play a central role in this integration; that is why it is critical to assess their needs, map the necessary roles and competences, and provide the means to guide their professional development in a systematic way. To address these requirements, our study introduces the STEAM Competence Framework for Educators (STEAMComp Edu), as a culmination of literature reviews, expert consultations, and empirical validation by 302 educational professionals, policymakers, and scholars. The framework includes 41 vital competences, organized across 14 competence areas, from five broad educators’ perspectives. STEAMComp Edu captures STEAM educators’ roles, from teaching methods to community engagement, and stands as a pivotal tool in enhancing STEAM education quality and effectiveness. This paper also highlights STEAMComp Edu’s significance in the professional development of educators and focuses on the framework’s value in developing self-assessment tools and in designing STEAM educator occupational profiles that are aligned with the ESCO (European Skills, Competences, Qualifications, and Occupations) standards, thereby contributing to a more structured and recognized approach in the field of STEAM education. Full article
(This article belongs to the Special Issue Impact of Integrated STEAM Education)
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13 pages, 1884 KiB  
Article
Exploring the Impact of Integrated STEAM Education in Early Childhood and Primary Education Teachers
by Marcela Silva-Hormazábal and Ángel Alsina
Educ. Sci. 2023, 13(8), 842; https://doi.org/10.3390/educsci13080842 - 18 Aug 2023
Cited by 3 | Viewed by 4485
Abstract
In recent years, Integrated STEAM education has been positioned as an appropriate educational approach to face the challenges of today’s society. Nevertheless, to implement this approach in the classroom requires trained and productively teachers. From this perspective, the objective of this article, is [...] Read more.
In recent years, Integrated STEAM education has been positioned as an appropriate educational approach to face the challenges of today’s society. Nevertheless, to implement this approach in the classroom requires trained and productively teachers. From this perspective, the objective of this article, is to analyse the impact of integrated STEAM education on teachers through their perceptions in a group of 31 in-service Chilean teachers teaching both in early childhood and primary education, with the aim to obtain a diagnosis for the future design of training processes in STEAM. To obtain data, the adaptation of an instrument that evaluates teachers’ perceptions of integrated STEM education has been validated. Specifically, three dimensions of this instrument have been analysed: familiarity, attitudes, and confidence of teachers about this educational approach. The results show that: (1) Familiarity: only 6% of the participants consider themselves very familiar with the approach; (2) Attitude: 97% of the participants declare themselves to be very willing or moderately willing to learn more about STEAM; (3) Confidence: the data shows, in general, a moderate level of confidence to implement this approach. In relation to the impact of STEAM integrated education in the Chilean teacher’s perceptions, it can be noted that despite the familiarity of the participants is very low, the scenario seems encouraging, because they show a very positive attitude towards this approach, together with a moderate confidence to implement it. Even though these early findings are encouraging, they also show that the teacher’s formation is fundamental, because its impact in the teachers, reverberates directly in a positive impact on the students. Consequently, it is necessary to promote the professional development of teachers in STEAM through training programs that improve knowledge about the approach and deliver the necessary tools to implement it in the classroom. Full article
(This article belongs to the Special Issue Impact of Integrated STEAM Education)
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14 pages, 668 KiB  
Systematic Review
The Impact of Integrated STEAM Education on Arts Education: A Systematic Review
by Raquel Sanz-Camarero, Jairo Ortiz-Revilla and Ileana M. Greca
Educ. Sci. 2023, 13(11), 1139; https://doi.org/10.3390/educsci13111139 - 14 Nov 2023
Cited by 8 | Viewed by 5952
Abstract
Integrated Science-Technology-Engineering-Arts-Mathematics (STEAM) education, an educational approach that is steadily expanding and bringing positive results within various scenarios, is successfully implemented and promoted in various countries. However, it has often been noted in the specialized literature that the incorporation of the arts into [...] Read more.
Integrated Science-Technology-Engineering-Arts-Mathematics (STEAM) education, an educational approach that is steadily expanding and bringing positive results within various scenarios, is successfully implemented and promoted in various countries. However, it has often been noted in the specialized literature that the incorporation of the arts into STEAM proposals is often at the service of the other disciplines, in that authentic artistic content is scarce or non-existent. It is therefore necessary to ascertain the place of the arts within this approach, so as to move towards their inclusion in an authentic manner. Thus, with the aim of knowing the characteristics of STEAM educational proposals and determining the impact of integrated STEAM education on the development of artistic competencies, this study presents a systematic review of STEAM proposals within Primary and Secondary Education. The results show the very limited impact of this approach on arts education; although the evaluation of artistic competency development has had positive impacts, it has been contemplated in very few studies. Our conclusions reflect on some necessary considerations with which to achieve an authentic and meaningful integration of the arts within STEAM education, opening the door to a conversation on what was previously a gap in the literature. Full article
(This article belongs to the Special Issue Impact of Integrated STEAM Education)
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