STEAM Education: Supporting Teachers in Transdisciplinary Teaching

• In Event: 45.045 - Supporting Teachers to Support Students

Abstract

STEAM education in the K-12 setting is relatively new, which has led to a limited understanding of how to conceptualize, design, or enact STEAM education. This limited understanding often leads teachers to use existing STEM models and attempt to ‘add-on’ experiences with the arts or humanities. The authors use social practice theory to argue the difference between STEM and STEAM is the transdisciplinarity approach. Without specific examples of enactment, educators struggle to use meaningful STEAM practices. As a part of a three-year study, the authors documented teachers’ implementation of these practices. The authors found three components led to success or challenges in regard to STEAM implementation. These were a conceptualization of STEAM, relevant problem-based curricula design, and flexibility in the enactment.

Authors

• Cassie Fay Quigley, University of Pittsburgh

• Danielle Christine Herro, Clemson University