The STEAM vs STEM Educational Approach: The Significance of the Application of the Arts in Science Teaching for Learners' Attitudes Change
This article critically examines existing literature on the importance of incorporating the arts into the teaching and learning of science subjects in schools. It explores the significance of the STEAM educational approach as an option in science teaching and learning that might provide a range of...
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| Format: | Article |
| Language: | English |
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OpenED Network
2023-03-01
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| Series: | Journal of Culture and Values in Education |
| Subjects: | |
| Online Access: | https://cultureandvalues.org/index.php/JCV/article/view/204 |
| _version_ | 1797861931742134272 |
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| author | Valentine Ukachukwu Okwara Johan Pieter Henrik Pretorius |
| author_facet | Valentine Ukachukwu Okwara Johan Pieter Henrik Pretorius |
| author_sort | Valentine Ukachukwu Okwara |
| collection | DOAJ |
| description |
This article critically examines existing literature on the importance of incorporating the arts into the teaching and learning of science subjects in schools. It explores the significance of the STEAM educational approach as an option in science teaching and learning that might provide a range of benefits to STEM learners. STEM is an acronym for Science, Technology, Engineering, and Mathematics while STEAM stands for Science, Technology, Engineering, Arts, and Mathematics. The argument in the article is focused on why leveraging such skills as creativity, problem-solving, critical thinking, communications, self-direction, initiative, and collaboration, which are inherent in the arts, to strengthen the effective teaching and learning of science within the STEAM educational context is important for STEM learners. The STEM educational approach to science teaching and learning employs an interdisciplinary approach to problem-solving aimed at equipping learners with 21st century skills such as critical thinking, creativity, problem-solving, self-direction, initiative, collaboration, effective communication, and morals. It also aims at providing them with the opportunity to apply these skills through the practices, contexts, and processes of hands-on activities. These are targeted at understanding science and viewing science differently, which might enable them to participate in a STEM-career pathway. However, the framework for STEM does not fully support an understanding that creativity can exist in science and that science can be taught in multiple ways, including application of the arts. STEAM, on the other hand, is grounded in a transdisciplinary approach to science teaching and learning. It explores the application of the arts in science teaching and learning. This is aimed at improving the confidence, attitudes, and interests of learners in science through new approaches to problem-solving which might strengthen positive attitudes towards science. This approach incorporates the common processes of science and arts, which includes discovery, observation, experimentation, description, interpretation, analysis, evaluation, wondering, visualising, exploring, and communication.
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| first_indexed | 2024-04-09T22:11:11Z |
| format | Article |
| id | doaj.art-e59e27621a37432da053cc38610cbb0f |
| institution | Directory Open Access Journal |
| issn | 2590-342X |
| language | English |
| last_indexed | 2024-04-09T22:11:11Z |
| publishDate | 2023-03-01 |
| publisher | OpenED Network |
| record_format | Article |
| series | Journal of Culture and Values in Education |
| spelling | doaj.art-e59e27621a37432da053cc38610cbb0f2023-03-23T12:04:40ZengOpenED NetworkJournal of Culture and Values in Education2590-342X2023-03-016210.46303/jcve.2023.6The STEAM vs STEM Educational Approach: The Significance of the Application of the Arts in Science Teaching for Learners' Attitudes ChangeValentine Ukachukwu Okwara0Johan Pieter Henrik Pretorius1Department of Mathematics, Natural Sciences and Technology, Faculty of Education, University of the Free State, QwaQwa Campus. Phuthaditjhaba. South AfricaDepartment of Mathematics, Natural Sciences and Technology, Faculty of Education, University of the Free State, Bloemfontein Campus, Bloemfontein, South Africa This article critically examines existing literature on the importance of incorporating the arts into the teaching and learning of science subjects in schools. It explores the significance of the STEAM educational approach as an option in science teaching and learning that might provide a range of benefits to STEM learners. STEM is an acronym for Science, Technology, Engineering, and Mathematics while STEAM stands for Science, Technology, Engineering, Arts, and Mathematics. The argument in the article is focused on why leveraging such skills as creativity, problem-solving, critical thinking, communications, self-direction, initiative, and collaboration, which are inherent in the arts, to strengthen the effective teaching and learning of science within the STEAM educational context is important for STEM learners. The STEM educational approach to science teaching and learning employs an interdisciplinary approach to problem-solving aimed at equipping learners with 21st century skills such as critical thinking, creativity, problem-solving, self-direction, initiative, collaboration, effective communication, and morals. It also aims at providing them with the opportunity to apply these skills through the practices, contexts, and processes of hands-on activities. These are targeted at understanding science and viewing science differently, which might enable them to participate in a STEM-career pathway. However, the framework for STEM does not fully support an understanding that creativity can exist in science and that science can be taught in multiple ways, including application of the arts. STEAM, on the other hand, is grounded in a transdisciplinary approach to science teaching and learning. It explores the application of the arts in science teaching and learning. This is aimed at improving the confidence, attitudes, and interests of learners in science through new approaches to problem-solving which might strengthen positive attitudes towards science. This approach incorporates the common processes of science and arts, which includes discovery, observation, experimentation, description, interpretation, analysis, evaluation, wondering, visualising, exploring, and communication. https://cultureandvalues.org/index.php/JCV/article/view/204STEAMSTEMarts in science teachinglearningpositive attitudespuppetry art |
| spellingShingle | Valentine Ukachukwu Okwara Johan Pieter Henrik Pretorius The STEAM vs STEM Educational Approach: The Significance of the Application of the Arts in Science Teaching for Learners' Attitudes Change Journal of Culture and Values in Education STEAM STEM arts in science teaching learning positive attitudes puppetry art |
| title | The STEAM vs STEM Educational Approach: The Significance of the Application of the Arts in Science Teaching for Learners' Attitudes Change |
| title_full | The STEAM vs STEM Educational Approach: The Significance of the Application of the Arts in Science Teaching for Learners' Attitudes Change |
| title_fullStr | The STEAM vs STEM Educational Approach: The Significance of the Application of the Arts in Science Teaching for Learners' Attitudes Change |
| title_full_unstemmed | The STEAM vs STEM Educational Approach: The Significance of the Application of the Arts in Science Teaching for Learners' Attitudes Change |
| title_short | The STEAM vs STEM Educational Approach: The Significance of the Application of the Arts in Science Teaching for Learners' Attitudes Change |
| title_sort | steam vs stem educational approach the significance of the application of the arts in science teaching for learners attitudes change |
| topic | STEAM STEM arts in science teaching learning positive attitudes puppetry art |
| url | https://cultureandvalues.org/index.php/JCV/article/view/204 |
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