TY - JOUR
T1 - STEM without art
T2 - A ship without a sail
AU - Liu, Chia Yu
AU - Wu, Chao Jung
N1 - Funding Information:
This research was financially supported by the Ministry of Science and Technology (MOST) under Grant [ MOST 108–2410-H-003–135-MY3 ]; “Institute for Research Excellence in Learning Sciences” of National Taiwan Normal University (NTNU) from The Featured Areas Research centre Program within the framework of the Higher Education Sprout Project by the Ministry of Education (MOE) in Taiwan.
Publisher Copyright:
© 2021 Elsevier Ltd
PY - 2022/3
Y1 - 2022/3
N2 - STEAM is an approach to teaching and learning that integrates science, technology, engineering, the arts, and mathematics. However, arts are often marginal and neglected in STEAM education. We conducted semi-structured interviews with eleven STEAM experts in Taiwan regarding their perspectives on and the factors affecting art elements, and suggestions for enhancing STEAM art elements. Thematic analysis of the results confirmed the three art elements we proposed (arts/aesthetic, contextual understanding, and creativity) but with slight modifications. Four categories comprising of 10 strategies emerged for incorporating the art elements in STEAM activities: basic principles (constraining, interaction), arts/aesthetic (arts/aesthetic learning, intention and meaning), contextual understanding (reflection of the socio-cultural context, human-centred design), and creativity (less is more, hands-on exploration, imagination, game-based/collaborative approach). The strategies that emerged in our study can help researchers and educators develop STEAM activities with rich art elements and activate in-depth discussions of STEM concepts. Furthermore, we established that learners’ emotional experiences might be stimulated by art elements, so instructors could further expand their interest in STEM content.
AB - STEAM is an approach to teaching and learning that integrates science, technology, engineering, the arts, and mathematics. However, arts are often marginal and neglected in STEAM education. We conducted semi-structured interviews with eleven STEAM experts in Taiwan regarding their perspectives on and the factors affecting art elements, and suggestions for enhancing STEAM art elements. Thematic analysis of the results confirmed the three art elements we proposed (arts/aesthetic, contextual understanding, and creativity) but with slight modifications. Four categories comprising of 10 strategies emerged for incorporating the art elements in STEAM activities: basic principles (constraining, interaction), arts/aesthetic (arts/aesthetic learning, intention and meaning), contextual understanding (reflection of the socio-cultural context, human-centred design), and creativity (less is more, hands-on exploration, imagination, game-based/collaborative approach). The strategies that emerged in our study can help researchers and educators develop STEAM activities with rich art elements and activate in-depth discussions of STEM concepts. Furthermore, we established that learners’ emotional experiences might be stimulated by art elements, so instructors could further expand their interest in STEM content.
KW - Arts education
KW - Arts/aesthetic
KW - Contextual understanding
KW - Creativity
KW - STEAM
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U2 - 10.1016/j.tsc.2021.100977
DO - 10.1016/j.tsc.2021.100977
M3 - Article
AN - SCOPUS:85119832767
SN - 1871-1871
VL - 43
JO - Thinking Skills and Creativity
JF - Thinking Skills and Creativity
M1 - 100977
ER -