The trouble with STEAM and why we use it anyway
The trouble with STEAM and why we use it anyway
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DOI：
10.1002/sce.21605
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发表时间：
2021-03-01
影响因子：
4.3
通讯作者：
Bevan, Bronwyn
中科院分区：
文献类型：
--
作者：
Mejias, Sam;Thompson, Naomi;Bevan, Bronwyn
作为一个理论、研究和实践的新兴领域，STEAM（科学、技术、工程、艺术和数学）因其将艺术纳入STEM（科学、技术、工程和数学）学习的努力而受到关注。特别是，许多非正规教育工作者将其视为一种包容和真实的方法，可以让年轻人参与STEM。然而，与许多新兴领域一样，STEAM的概念化和使用有些矛盾，理论化也很弱。一方面，STEAM通过关注多种学习方式和公平学习的新途径，提供了重大承诺。另一方面，它经常在理论、教学和实践中以模棱两可或潜在问题的方式实现不同的目的。本文试图理清目前在教育研究、政策和实践中运作的STEAM概念的一些关键紧张和矛盾。我们特别关注在STEAM被概念化为教学和相互帮助的背景下所支持的变革性学习潜力。也就是说，STEM和艺术都没有特权，但两者都是平等的。我们将这种方法所提出的可能性与新兴理论联系起来，以理解如何设计和呈现与相关学科相关的认知实践，并将其整合到STEAM计划中，这可能为解决跨学科和跨学科学习方法中的紧张关系指明道路。
As an emerging field of theory, research, and practice, STEAM (Science, Technology, Engineering, Arts, and Mathematics) has received attention for its efforts to incorporate the arts into the rubric of STEM (Science, Technology, Engineering, and Mathematics) learning. In particular, many informal educators have embraced it as an inclusive and authentic approach to engaging young people with STEM. Yet, as with many nascent fields, the conceptualization and usage of STEAM is somewhat ambivalent and weakly theorized. On the one hand, STEAM offers significant promise through its focus on multiple ways of knowing and new pathways to equitable learning. On the other hand, it is often deployed in theory, pedagogy, and practice in ambiguous or potentially problematic ways toward varying ends. This paper attempts to disentangle some of the key tensions and contradictions of the STEAM concept as currently operationalized in educational research, policy, and practice. We pay particular attention to the transformative learning potential supported by contexts where STEAM is conceptualized as both pedagogical and mutually instrumental. That is, neither STEM nor arts are privileged over the other, but both are equally in play. We link the possibilities suggested by this approach to emerging theories for understanding how designing for and surfacing epistemic practices linked to the relevant disciplines being integrated into STEAM programs may point the way toward resolving tensions in inter- and transdisciplinary learning approaches.