Sam Mejias|Naomi Thompson|R. Mishael Sedas|Mark Rosin|Elisabeth Soep|Kylie Peppler|Joseph Roche|Jen Wong|Mairéad Hurley|Philip Bell|Bronwyn Bevan
The trouble with STEAM and why we use it anyway
Parsons School of Design|London School of Economics and Political Science|Indiana University Bloomington|University of California, Irvine|Pratt Institute|Youth Radio (United States)|University of California, Irvine|Trinity College Dublin|King's College London|Guerilla Science|Trinity College Dublin|University of Washington|University of Washington
abstract emerging field theory research practice steam science technology engineering arts mathematics received attention efforts incorporate arts rubric stem science technology engineering mathematics learning particular many informal educators embraced inclusive authentic approach engaging young people stem yet many nascent fields conceptualization usage steam somewhat ambivalent weakly theorized one hand steam offers significant promise focus multiple ways knowing new pathways equitable learning hand often deployed theory pedagogy practice ambiguous potentially problematic ways toward varying ends paper attempts disentangle key tensions contradictions steam concept currently operationalized educational research policy practice pay particular attention transformative learning potential supported contexts steam conceptualized pedagogical mutually instrumental neither stem arts privileged equally play link possibilities suggested approach emerging theories understanding designing surfacing epistemic practices linked relevant disciplines integrated steam programs may point way toward resolving tensions inter transdisciplinary learning approaches