Five Components of STEAM
How is STEAM different from STEM? What are the five components of STEAM?
The acronym STEM stands for Science, Technology, Engineering and Mathematics. Judith A. Ramaley of the National Science Foundation is credited with the initial use of this term in 2001. It was used to describe the integration of science, technology, engineering and mathematics in educational curricula. STEM education is geared more towards problem-solving and discovery learning rather than the traditional teacher-centered learning.
STEAM takes STEM a step further. It incorporates the Arts. As Albert Einstein has been quoted as saying, “I am enough of an artist to draw freely upon my imagination. After a certain high level of technical skill is achieved, science and art tend to coalesce in esthetics, plasticity, and form. The greatest scientists are artists as well.”
The need to extend the thinking processes beyond the traditional STEM disciplines to include art and design was addressed by Georgette Yakman who describes STEAM as “science and technology interpreted through engineering and the arts, all based in mathematical elements.” Yakman explains STEAM as a framework for teaching across the disciplines; an integrative, holistic approach. Below is Yakman's video and pyramid representation of the STEAM framework.
The acronym STEM stands for Science, Technology, Engineering and Mathematics. Judith A. Ramaley of the National Science Foundation is credited with the initial use of this term in 2001. It was used to describe the integration of science, technology, engineering and mathematics in educational curricula. STEM education is geared more towards problem-solving and discovery learning rather than the traditional teacher-centered learning.
STEAM takes STEM a step further. It incorporates the Arts. As Albert Einstein has been quoted as saying, “I am enough of an artist to draw freely upon my imagination. After a certain high level of technical skill is achieved, science and art tend to coalesce in esthetics, plasticity, and form. The greatest scientists are artists as well.”
The need to extend the thinking processes beyond the traditional STEM disciplines to include art and design was addressed by Georgette Yakman who describes STEAM as “science and technology interpreted through engineering and the arts, all based in mathematical elements.” Yakman explains STEAM as a framework for teaching across the disciplines; an integrative, holistic approach. Below is Yakman's video and pyramid representation of the STEAM framework.
There are many resources available discussing the need for integrating the arts within STEM education. A list of references is included at the end of this module. Some of the reasons for integrating STEAM into your classroom are as follows:
Students create and continually update their portfolios as a means of self and teacher assessment. The focus is on the process and not simply grading a test.
- STEAM goes beyond STEM’s use of only the left half of the brain, the logic-driven half, to using the right hemisphere too where creativity and innovation are fostered.
- Purposeful integration of exploratory subjects, such as, music, physical education, engineering and technology, and the fine arts.
- Provides varied teaching methods, engaging students in self-directed, discovery learning.
- Provides richer learning environments for faculty.
- Offers basis for obtaining skills to be competitive in the global workforce.
Students create and continually update their portfolios as a means of self and teacher assessment. The focus is on the process and not simply grading a test.
Please take a few minutes to answer a 5-question quiz.
References:
Daugherty, M. K. (2013). The prospect of an “a” in STEM education. Journal of STEM Education. 14(2), 10-15.
Johnstone, G. , Why Einstein was like Picasso, http://www.pbs.org/wgbh/nova/physics/einstein-big-idea.html.
Piro, J. (2010). Going from STEM to STEAM: The arts have a role in America’s future, too. Education Week, 29(24), 28-29.
Watson, A. D. & Watson, G. H. (2013). Transition STEM to STEAM: Reformation of engineering education. http://www.asq.org/pub/jqp.
Yakman, G. ( 2011) STEAM education: An overview of creating a model of integrative education, http://www.steamedu.com/html/about_steam_education. html.
Daugherty, M. K. (2013). The prospect of an “a” in STEM education. Journal of STEM Education. 14(2), 10-15.
Johnstone, G. , Why Einstein was like Picasso, http://www.pbs.org/wgbh/nova/physics/einstein-big-idea.html.
Piro, J. (2010). Going from STEM to STEAM: The arts have a role in America’s future, too. Education Week, 29(24), 28-29.
Watson, A. D. & Watson, G. H. (2013). Transition STEM to STEAM: Reformation of engineering education. http://www.asq.org/pub/jqp.
Yakman, G. ( 2011) STEAM education: An overview of creating a model of integrative education, http://www.steamedu.com/html/about_steam_education. html.