{"id":26,"date":"2021-10-24T19:34:07","date_gmt":"2021-10-24T19:34:07","guid":{"rendered":"https:\/\/web.htk.tlu.ee\/STEAM\/?page_id=26"},"modified":"2021-10-24T19:40:23","modified_gmt":"2021-10-24T19:40:23","slug":"transformation-of-stem-to-steam-education","status":"publish","type":"page","link":"https:\/\/web.htk.tlu.ee\/STEAM\/proovi-page\/transformation-of-stem-to-steam-education\/","title":{"rendered":"Transformation of STEM to STEAM education"},"content":{"rendered":"<p><strong>In this chapter you will find answers to the questions:<\/strong><\/p>\n<ul>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">What are the expectations associated with the addition of \u201cA\u201d?<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">What are the &#8221;A&#8221; interpretations: from creativity through the arts to the humanities and social sciences?<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">What are the opportunities for arts inclusion in search schools?<\/span><\/li>\n<\/ul>\n<p><b>The expectations of STEAM<\/b><\/p>\n<p><span style=\"font-weight: 400\">The arts became an integral part of STEAM education only at the beginning of the 21st century when the integration of STEM subjects did not produce the expected results: students considered learning these disciplines difficult and uninteresting, recorded a small increase in student achievement, STEM education only slightly increased interest in engineering and technology professions (Costantino, 2018; Perignat &amp; Katz-Buonincontro, 2019; Yakman, 2008). Inclusion of the arts was expected to make the educational process and its results innovative (Costantino, 2018; Hansen, 2014), stronger motivation of students to learn (Hunter-Doniger, 2018), acquisition of diverse experiences (Allina, 2018), wider applicability of STEAM programs (Knochel, 2018).<\/span><\/p>\n<p><span style=\"font-weight: 400\">The STEAM concept emphasizes the aspect of creativity as a factor in creating a learning-friendly environment (Hunter-Doniger et al., 2018), a way to develop creative and critical thinking (Peppler &amp; Wohlwend, 2018), and a prerequisite for developing communication and collaboration skills (Maeda, 2013). One of the reasons for the transformation of STEM education into STEAM was the abundance of research conducted at the end of the last century showing the impact of the arts and creativity on students\u2019 academic achievement (Welch, 2011). Recognizing that the arts (arts education) improves the achievement of mathematics and language disciplines, the inclusion of the arts in STEM curricula has been associated with better The Programme for International Student Assessment (PISA ) results, problem-solving and critical thinking, teamwork, change management, collaboration skills, etc. those personal qualities that are highly valued in the modern labor market.<\/span><\/p>\n<p><span style=\"font-weight: 400\">STEAM education, unlike STEM education, is associated with improving students\u2019 academic performance by increasing students\u2019 involvement in the educational process, developing students&#8217; creativity, critical thinking, and collaborative skills.<\/span><\/p>\n<p><span style=\"font-weight: 400\">Emphasis is placed on the playfulness of art practitioners and creative activities, the experience of risk-taking and the courage to make a mistake, the improvisational nature and the compatibility of meaningful activities in STEAM education.<\/span><\/p>\n<p><b>The Letter &#8220;A&#8221; as the art (the arts)<\/b><\/p>\n<p><b>\u00a0<\/b><span style=\"font-weight: 400\">In the last decade, a lot of attention has been paid to the issues of arts integration in the STEAM concept. Analyzing the involvement of individual fields of art in STEAM education, it becomes clear that design and visual arts (photography, painting, watercolor, graffiti, sculpture, models, collage, origami) are most often used. It has been observed that these arts make research more inclusive and the results of research more publicly available and better understood by students and their parents (Costantino, 2018). Performing arts (music, theater, dance) are less frequently used in STEAM activities, although the potential of these arts to express abstract scientific ideas in a non-traditional way is recognized (Segarra et al., 2018). For example, dance can be a great way to interpret spatial and dynamic scientific phenomena (Payton et al., 2017), and music to explore acoustic environmental variables (Shatunoval et al., 2019).<\/span><\/p>\n<p><span style=\"font-weight: 400\">The inclusion of arts in STEAM education is ambiguous because of the diversity of both the notions of the arts and interpretations of the purpose of arts integration. Arts in STEAM education are associated with the improvement of students&#8217; academic performance, the development of students&#8217; creativity, critical thinking, and cooperation skills, and thus highlighting the instrumental significance of arts education. The instrumental and internal concepts of the purpose of the arts are to be related to the equivalent and arts-supplemented integrative STEAM models (<\/span><i><span style=\"font-weight: 400\">Figure 1).<\/span><\/i><\/p>\n<p><span style=\"font-weight: 400\">The concept of the arts and its purpose in STEAM education is diverse. Art is understood as a tool to generate relevant research problems and topics (Costantino, 2018), to contribute to the improvement of academic student achievement (Payton, White, &amp; Mullins, 2017), to creative and critical thinking of students (Peppler and Wohlwend, 2018), and collaboration capacity building (Knochel, 2018).<\/span><\/p>\n<p><span style=\"font-weight: 400\">On the other hand, the following meanings of artistic practices are cited to substantiate the intrinsic, in-depth value of integrating the arts into STEAM curricula: greater emotional engagement (Perignat and Katz-Buonincontro, 2019); al., 2017; Hunter-Doniger et al., 2018), the opportunity to discover learning meanings, to look at objects and phenomena in a new way (Welch, 2011; Bang-Hee et al., 2017), to apply knowledge in a variety of ways that are acceptable to everyone (Hunter-Doniger, 2016), to experience a sense of wonder and discovery, to experiment with ideas, materials, objects (Glass and Colleen, 2016). According to Payton, White, and Mullins (2017), an artist will view a problem completely differently than an engineer. First of all, he will choose a person-oriented approach, he will see not only technological but also social meaning in scientific activity.<\/span><\/p>\n<p><span style=\"font-weight: 400\">Representatives of this approach to the purpose of the arts argue that STEAM education must be organized in such a way that lessons are culturally important, calling such a concept of STEAM culturally responsible education (Hunter-Doniger et al., 2018). An in-depth understanding of the purpose of the arts can complement the ways of scientific cognition, encourage the raising and addressing of human existence: What does our work mean? What will this mean for others? What ideas do we want to convey to the solid? How will our work help people learn about the world and themselves? (Radziwill et al., 2015). Such questions, according to the authors, reveal a culturally meaningful, much broader than usual concept of the purpose of science and technology.<\/span><\/p>\n<div class=\"wp-nocaption wp-image-30 aligncenter\"><img class=\"wp-image-30 aligncenter\" src=\"https:\/\/web.htk.tlu.ee\/STEAM\/wp-content\/uploads\/2021\/10\/Capture1-300x176.png\" alt=\"\" width=\"394\" height=\"231\" srcset=\"https:\/\/web.htk.tlu.ee\/STEAM\/wp-content\/uploads\/2021\/10\/Capture1-300x176.png 300w, https:\/\/web.htk.tlu.ee\/STEAM\/wp-content\/uploads\/2021\/10\/Capture1-1024x599.png 1024w, https:\/\/web.htk.tlu.ee\/STEAM\/wp-content\/uploads\/2021\/10\/Capture1-768x449.png 768w, https:\/\/web.htk.tlu.ee\/STEAM\/wp-content\/uploads\/2021\/10\/Capture1-65x38.png 65w, https:\/\/web.htk.tlu.ee\/STEAM\/wp-content\/uploads\/2021\/10\/Capture1-225x132.png 225w, https:\/\/web.htk.tlu.ee\/STEAM\/wp-content\/uploads\/2021\/10\/Capture1-350x205.png 350w, https:\/\/web.htk.tlu.ee\/STEAM\/wp-content\/uploads\/2021\/10\/Capture1.png 1039w\" \/><\/div>\n<p><span style=\"font-weight: 400\">Figure 1. The Notion of Arts in STEAM education (Girdzijauskiene &amp; \u0160mitiene, 2020).<\/span><\/p>\n<p><span style=\"font-weight: 400\">\u00a0<\/span><\/p>\n<p><b>The equivalent integrative STEAM model (S+T+E+A+M).<\/b><span style=\"font-weight: 400\"> In this model, the content and means of teaching all subjects are treated as equally valuable, i.e. disciplines of mathematics, science, technology, engineering, arts. <\/span><i><span style=\"font-weight: 400\">(Perignat &amp; Katz-Buonincontro, 2019; Costantino, 2018\u00a0 etc.).<\/span><\/i><span style=\"font-weight: 400\"> Integration methods are\u00a0 interdisciplinary and multi-subject. The several features:<\/span><\/p>\n<ul>\n<li><span style=\"font-weight: 400\"> \u00a0 \u00a0 \u00a0 \u00a0 <\/span><span style=\"font-weight: 400\">planning and implementing multidisciplinary STEAM programs;<\/span><\/li>\n<li><span style=\"font-weight: 400\"> \u00a0 \u00a0 \u00a0 \u00a0 <\/span><span style=\"font-weight: 400\">detailed descriptions of the STEAM program<\/span><\/li>\n<li><span style=\"font-weight: 400\"> \u00a0 \u00a0 \u00a0 \u00a0 <\/span><span style=\"font-weight: 400\">covers a period longer than several months (in some cases the whole academic year)<\/span><\/li>\n<li><span style=\"font-weight: 400\"> \u00a0 \u00a0 \u00a0 \u00a0 <\/span><span style=\"font-weight: 400\">multiple forms of recording learning outcomes.<\/span><\/li>\n<\/ul>\n<p><span style=\"font-weight: 400\">Multidisciplinary or transdisciplinary, integration is characterized by a focus on the learner, their cognitive activity, learning through research, independent action and decision-making. (Perignat &amp; Katz-Buonincontro, 2019; Costantino, 2018; Shatunoval et al., 2019; Hunter-Doniger et al., 2018).<\/span><\/p>\n<p><b>The arts-supplemented integrative STEAM model (STEM+A). <\/b><span style=\"font-weight: 400\">This model is based on the instrumental concept of the purpose of art. They are related to the diversification of students&#8217; academic activities, supplementing the repertoire of students&#8217; practical activities through drawing, singing, movement, dance, acting.\u00a0 (Knochel, 2018; Morgan ir Collett, 2018; How, Loong ir Hung, 2019). Integration methods are interdisciplinary, and so on. The several features:<\/span><\/p>\n<ul>\n<li><span style=\"font-weight: 400\"> \u00a0 \u00a0 \u00a0 \u00a0 <\/span><span style=\"font-weight: 400\">the axes of integration become the subjects of natural sciences, and so on;<\/span><\/li>\n<li><span style=\"font-weight: 400\"> \u00a0 \u00a0 \u00a0 \u00a0 <\/span><span style=\"font-weight: 400\">project (short-term project as a main teaching-learning form);<\/span><\/li>\n<li><span style=\"font-weight: 400\"> \u00a0 \u00a0 \u00a0 \u00a0 <\/span><span style=\"font-weight: 400\">one (less often several) forms of recording learning outcomes;<\/span><\/li>\n<li><span style=\"font-weight: 400\"> \u00a0 \u00a0 \u00a0 <\/span><span style=\"font-weight: 400\">developing students\u2018 artistic and creative mindsets (G<\/span><span style=\"font-weight: 400\">\u00fc<\/span><span style=\"font-weight: 400\">lhan <\/span><span style=\"font-weight: 400\">&amp;<\/span> <span style=\"font-weight: 400\">\u015e<\/span><span style=\"font-weight: 400\">ahin, 2018; Peppler <\/span><span style=\"font-weight: 400\">&amp;<\/span><span style=\"font-weight: 400\"> Wohlowend, 2018; Ahn, 2015).<\/span><\/li>\n<\/ul>\n<p><span style=\"font-weight: 400\">In many cases, the implementation of the program goes beyond the boundaries of one educational institution or curriculum. The main objective is to create a creative ecosystem to achieve the goals of STEAM\u00a0 (Radziwill et al., 2015).<\/span><\/p>\n<p><span style=\"font-weight: 400\">The multidisciplinary type of integration can fundamentally change the content of teaching \/ learning and the process of its implementation, i.e. encourage the abandonment of the traditional model of classroom education, learning only in classrooms or school settings.<\/span><\/p>\n<p><span style=\"font-weight: 400\">\u00a0Nowadays, the practice of including the arts in STEM has expanded significantly. School communities seek and find a variety of the ways for the interdisciplinary and multidisciplinary integration of the arts. The experience brought by various transnational and national STEAM projects is very valuable in this search. Klaip\u0117da Vyd\u016bnas Gymnasium community (Lithuania) actively implemented STEAM projects in its school, participated in CASE (Creativity, Arts and Science in Primary Educations) community activities (<\/span><a href=\"http:\/\/www.project-case.eu\/\"><span style=\"font-weight: 400\">http:\/\/www.project-case.eu\/<\/span><\/a><span style=\"font-weight: 400\">). In these STEAM projects, great attention was paid to the involvement of various arts (art, dance, theater, etc.) in the study of natural cognition and mathematics. The CASE project proposes methods based on the IBSE (Inquiry Based Science Education Circle).\u00a0 It is a \u201cscience through art\u201d principle of teaching and learning that encourages teachers and students to raise issues and make creative decisions. The school chooses the seven-step methodology of STEAM projects for the involvement of the arts: question, proof, analysis, explanation, aggregation, communication, reflection. The developed methodology enables learners to understand scientific concepts and phenomena, to develop cooperation and teamwork skills, creative and critical thinking skills. The main axis of activities becomes the search for the links between the interdisciplinarity of science and art, the promotion of interest in natural sciences, and the increase of involvement in learning. For example: Primary school students&#8217; project &#8220;Who needs ants?&#8221; Pupils recorded the data collected during the research, collecting scientific information by drawing and photographing, and presented the results of the research in the shadow theater (picture, <\/span><a href=\"https:\/\/www.vyduno.lt\"><span style=\"font-weight: 400\">https:\/\/www.vyduno.lt<\/span><\/a><span style=\"font-weight: 400\">).<\/span><\/p>\n<p><span style=\"font-weight: 400\">\u00a0 <\/span><\/p>\n<p><i><span style=\"font-weight: 400\">Figure 2. The integrating arts and science in the primary school project \u201cWho needs ants?\u201d (Vyd\u016bnas Gymnasium, Lithuania)<\/span><\/i><\/p>\n<p><span style=\"font-weight: 400\">In another project, the living conditions of spiders and their peculiarities were researched, the findings of the project was presented by slow-motion movie chosen by students, which was presented at the conference of Klaipeda University (Lithuania) (<\/span><i><span style=\"font-weight: 400\">Figure 2<\/span><\/i><span style=\"font-weight: 400\">; <\/span><a href=\"https:\/\/www.youtube.com\/watch?v=qL32y-Rkfz8\"><span style=\"font-weight: 400\">https:\/\/www.youtube.com\/watch?v=qL32y-Rkfz8<\/span><\/a><span style=\"font-weight: 400\">). In their research, students sought answers to the questions: Are all spiders venomous? Do spiders have feelings? The children were then divided into six groups. Each group chose one question that interested them the most.<\/span><\/p>\n<p><i><span style=\"font-weight: 400\">Figure 3. Pupils explore the kingdom of spiders (Vyd\u016bnas Gymnasium, Lithuania)<\/span><\/i><\/p>\n<p><span style=\"font-weight: 400\">Students had to come up with three characters (at least one of them had to be a spider) who had 3 and 2 bad qualities and 1 secret. They had to portray the chosen character, showing all the qualities and mystery. For this purpose, they used wallpapers &#8211; on the wallpapers they drew the outline of the child&#8217;s figure, students were encouraged to draw a character with assigned characteristics.<\/span><\/p>\n<p><i><span style=\"font-weight: 400\">Figure 4. Sculpture method in STEAM project (Vyd\u016bnas Gymnasium, Lithuania)<\/span><\/i><\/p>\n<p><span style=\"font-weight: 400\">The next step is to create a story using the accumulated the knowledge of spiders.\u00a0 All stories were presented using the sculptural method, i. e. the \u201cfrozen\u201d composition depicts three moments in history. Once all the stories were presented and discussed, students voted on which story they found most interesting.<\/span><\/p>\n<p><b>Literature<\/b><\/p>\n<p><b>\u00a0<\/b><span style=\"font-weight: 400\">Allina, B. (2018). The development of STEAM educational policy to promote student creativity and social empowerment. <\/span><i><span style=\"font-weight: 400\">Arts Education Policy Review, 119<\/span><\/i><span style=\"font-weight: 400\">(2), 77\u201387.<\/span><a href=\"https:\/\/doi.org\/10.1080\/10632913.2017.1296392\"> <span style=\"font-weight: 400\">https:\/\/doi.org\/10.1080\/10632913.2017.1296392<\/span><\/a><\/p>\n<p><span style=\"font-weight: 400\">Colucci-Gray, L., Burnard, P., Gray, D., &amp; Cooke, C. (2019). A critical review of STEAM (Science, technology, engineering, arts, and mathematics). In G. W. Noblit (Ed.),<\/span><i><span style=\"font-weight: 400\"> Oxford research encyclopedia of education<\/span><\/i><span style=\"font-weight: 400\">. <\/span><span style=\"font-weight: 400\">Oxford University Press<\/span><span style=\"font-weight: 400\">.<\/span><a href=\"https:\/\/doi.org\/10.1093\/acrefore\/9780190264093.013.398\"> <span style=\"font-weight: 400\">https:\/\/doi.org\/10.1093\/acrefore\/9780190264093.013.398<\/span><\/a><\/p>\n<p><span style=\"font-weight: 400\">Costantino, T. (2018). STEAM by another name: Transdisciplinary practice in art and design education. <\/span><i><span style=\"font-weight: 400\">Arts Education Policy Review, 119<\/span><\/i><span style=\"font-weight: 400\">(2), 100\u2013106. https:\/\/doi.org\/10.1080\/10632913.2017.1292973<\/span><\/p>\n<p><span style=\"font-weight: 400\">Friedl, A. (2017). <\/span><i><span style=\"font-weight: 400\">Teaching science to children: an integrated approach<\/span><\/i><span style=\"font-weight: 400\">. McGrow-Hill Collage.<\/span><\/p>\n<p><span style=\"font-weight: 400\">Glass, D., <\/span><span style=\"font-weight: 400\">&amp;<\/span> <span style=\"font-weight: 400\">Colleen, W. (2016). T<\/span><a href=\"http:\/\/web.b.ebscohost.com.proxy.lib.ohio-state.edu\/ehost\/viewarticle\/render?data=dGJyMPPp44rp2%2fdV0%2bnjisfk5Ie46bZMtqazTLOk63nn5Kx95uXxjL6prUq1pbBIsKaeSbirr1KwqJ5Zy5zyit%2fk8Xnh6ueH7N%2fiVa%2bpt0i3rK5MsKekhN%2fk5VXj5KR84LPjfvKc8nnls79mpNfsVa%2bntlC2rrdKsJzkh%2fDj34y73POE6urjkPIA&amp;vid=3&amp;sid=5c8f7a16-5075-47ae-b1a4-eec28ed6e63d@sessionmgr101\"><span style=\"font-weight: 400\">he art and science of looking: collaboratively learning our way to improved <\/span><span style=\"font-weight: 400\">STEAM<\/span><span style=\"font-weight: 400\"> integration<\/span><\/a><span style=\"font-weight: 400\">. <\/span><i><span style=\"font-weight: 400\">Art Education, 69<\/span><\/i><span style=\"font-weight: 400\">(6), 8\u201314.\u00a0 <\/span><a href=\"https:\/\/doi.org\/10.1080\/00043125.2016.1224822\"><span style=\"font-weight: 400\">https:\/\/doi.org\/10.1080\/00043125.2016.1224822<\/span><\/a><\/p>\n<p><span style=\"font-weight: 400\">Girdzijauskien\u0117, R\u016bta &amp; Gra\u017eina \u0160mitien\u0117. 2021. \u201cThe Notion of Arts in STEAM Concept: A Semi-Systematic Literature Review\u201d. Pedagogika 140 (4):155-71. <\/span><span style=\"font-weight: 400\">https:\/\/doi.org\/10.15823\/p.2020.140.9.<\/span><\/p>\n<p><span style=\"font-weight: 400\">Hansen, M. (2014). Characteristics of schools successful in STEM: Evidence from two states&#8217; longitudinal data. <\/span><i><span style=\"font-weight: 400\">Journal of Educational Research, 107<\/span><\/i><span style=\"font-weight: 400\">(5), 374\u2013391.<\/span><a href=\"https:\/\/doi.org\/10.1080\/00220671.2013.823364\"> <span style=\"font-weight: 400\">https:\/\/doi.org\/10.1080\/00220671.2013.823364<\/span><\/a><\/p>\n<p><span style=\"font-weight: 400\">Hunter-Doniger, T. (2018). Art infusion: ideal conditions for STEAM. <\/span><i><span style=\"font-weight: 400\">Art Education, 71<\/span><\/i><span style=\"font-weight: 400\">(2), 22\u201329.<\/span><a href=\"https:\/\/doi.org\/10.1080\/00043125.2018.1414534\"> <span style=\"font-weight: 400\">https:\/\/doi.org\/10.1080\/00043125.2018.1414534<\/span><\/a><\/p>\n<p><span style=\"font-weight: 400\">Hunter-Doniger, T., Howard, C., Harris, R., <\/span><span style=\"font-weight: 400\">&amp;<\/span> <span style=\"font-weight: 400\">Hall, C. (2018). STEAM through culturally relevant teaching and storytelling. <\/span><i><span style=\"font-weight: 400\">Art Education, 71<\/span><\/i><span style=\"font-weight: 400\">(1), 46\u201351.<\/span><a href=\"https:\/\/doi.org\/10.1080\/00043125.2018.1389593\"> <span style=\"font-weight: 400\">https:\/\/doi.org\/10.1080\/00043125.2018.1389593<\/span><\/a><\/p>\n<p><span style=\"font-weight: 400\">Yakman, G. (2008). STEAM education: An overview of creating a model of integrative education, the pupils&#8217; attitudes towards technology (PATT-19). <\/span><i><span style=\"font-weight: 400\">Conference: Research on Technology Innovation Design and Engineering Teaching.<\/span><\/i><a href=\"https:\/\/www.researchgate.net\/publication\/327351326_STEAM_Education_an_overview_of_creating_a_model_of_integrative_education\"> <span style=\"font-weight: 400\">https:\/\/www.researchgate.net\/publication\/327351326_STEAM_Education_an_overview_of_creating_a_model_of_integrative_education<\/span><\/a><\/p>\n<p><span style=\"font-weight: 400\">Knochel, A. D. (2018). An object-oriented curriculum theory for STEAM: Boundary shifters, materiality and per(form)ing 3D thinking. <\/span><i><span style=\"font-weight: 400\">International Journal of Education Through Art, 16<\/span><\/i><span style=\"font-weight: 400\">(17), 35\u201348.<\/span><a href=\"https:\/\/doi.org\/10.1386\/eta.14.1.35_1\"> <span style=\"font-weight: 400\">https:\/\/doi.org\/10.1386\/eta.14.1.35_1<\/span><\/a><\/p>\n<p><span style=\"font-weight: 400\">Liao, C. (2016). From interdisciplinary to transdisciplinary: an arts-integrated approach to STEAM education. <\/span><i><span style=\"font-weight: 400\">Art Education<\/span><\/i><span style=\"font-weight: 400\">, 69(6), 44\u201349.<\/span><a href=\"https:\/\/doi.org\/10.1080\/00043125.2016.1224873\"> <span style=\"font-weight: 400\">https:\/\/doi.org\/10.1080\/00043125.2016.1224873<\/span><\/a><\/p>\n<p><span style=\"font-weight: 400\">Maeda, J. (2013). STEM + Art = STEAM. <\/span><i><span style=\"font-weight: 400\">The STEAM Journal, 1<\/span><\/i><span style=\"font-weight: 400\">(1), 1\u20133.<\/span><a href=\"https:\/\/pdfs.semanticscholar.org\/5d30\/c4d0ffd67a4cd4d8ffbfa0eab32bf6ba8806.pdf\"> <span style=\"font-weight: 400\">https:\/\/pdfs.semanticscholar.org\/5d30\/c4d0ffd67a4cd4d8ffbfa0eab32bf6ba8806.pdf<\/span><\/a><\/p>\n<p><span style=\"font-weight: 400\">Morgan, D. L., &amp;<\/span> <span style=\"font-weight: 400\">Scannell, A. (1998). <\/span><i><span style=\"font-weight: 400\">Planning Focus Group as qualitative research<\/span><\/i><span style=\"font-weight: 400\">. Sage Publications Inc. https:\/\/dx.doi.org\/10.4135\/9781412984287<\/span><\/p>\n<p><span style=\"font-weight: 400\">Nyumba, T., Wilson, Derrick, C., Mukherjee, N. (2018). The use of focus group discussion methodology: Insights from two decades of application in conservation. <\/span><i><span style=\"font-weight: 400\">Methods Ecol Evol, 9,<\/span><\/i><span style=\"font-weight: 400\"> 20\u201332.<\/span> <span style=\"font-weight: 400\">https:\/\/doi.org\/10.1111\/2041-210X.12860<\/span><\/p>\n<p><span style=\"font-weight: 400\">Payton, F., White, A., <\/span><span style=\"font-weight: 400\">&amp;<\/span><span style=\"font-weight: 400\"> Mullins, T. (2017). STEM majors, art thinkers (STEM + Arts) \u2013 issues of duality, rigor and inclusion. <\/span><i><span style=\"font-weight: 400\">Journal of STEM Education<\/span><\/i><span style=\"font-weight: 400\">, 8(3), 39\u201347.<\/span><a href=\"https:\/\/www.jstem.org\/jstem\/index.php\/JSTEM\/article\/view\/2101\/1870\"> <span style=\"font-weight: 400\">https:\/\/www.jstem.org\/jstem\/index.php\/JSTEM\/article\/view\/2101\/1870<\/span><\/a><\/p>\n<p><span style=\"font-weight: 400\">Peppler, K.,<\/span><span style=\"font-weight: 400\"> &amp; <\/span><span style=\"font-weight: 400\">Wohlwend, K. (2018). Theorizing the nexus of STEAM practice. <\/span><i><span style=\"font-weight: 400\">Arts Education Policy Review, 119<\/span><\/i><span style=\"font-weight: 400\">(2), 88\u201399.<\/span><a href=\"https:\/\/doi.org\/10.1080\/10632913.2017.1316331\"> <span style=\"font-weight: 400\">https:\/\/doi.org\/10.1080\/10632913.2017.1316331<\/span><\/a><\/p>\n<p><span style=\"font-weight: 400\">Perignat, E., <\/span><span style=\"font-weight: 400\">&amp; <\/span><span style=\"font-weight: 400\">Katz-Buonincontro, J. (2019). STEAM in practice and research: An integrative literature review. <\/span><i><span style=\"font-weight: 400\">Thinking Skills and Creativity, 31<\/span><\/i><span style=\"font-weight: 400\">, 31\u201343.<\/span><a href=\"https:\/\/psycnet.apa.org\/doi\/10.1016\/j.tsc.2018.10.002\"> <span style=\"font-weight: 400\">https:\/\/psycnet.apa.org\/doi\/10.1016\/j.tsc.2018.10.002<\/span><\/a><\/p>\n<p><span style=\"font-weight: 400\">Rufo, D. (2016). STEAM-ing up the science fair. <\/span><i><span style=\"font-weight: 400\">Art Education, 69<\/span><\/i><span style=\"font-weight: 400\">(4), 12\u201316.<\/span><a href=\"https:\/\/doi.org\/10.1080\/00043125.2016.1176475\"> <span style=\"font-weight: 400\">https:\/\/doi.org\/10.1080\/00043125.2016.1176475<\/span><\/a><\/p>\n<p><a href=\"https:\/\/www-ncbi-nlm-nih-gov.proxy.lib.ohio-state.edu\/pubmed\/?term=Segarra%20VA%5BAuthor%5D&amp;cauthor=true&amp;cauthor_uid=29904562\"><span style=\"font-weight: 400\">Segarra<\/span><\/a><span style=\"font-weight: 400\">, V. A.,<\/span><a href=\"https:\/\/www-ncbi-nlm-nih-gov.proxy.lib.ohio-state.edu\/pubmed\/?term=Natalizio%20B%5BAuthor%5D&amp;cauthor=true&amp;cauthor_uid=29904562\"> <span style=\"font-weight: 400\">Natalizio<\/span><\/a><span style=\"font-weight: 400\">, B.,<\/span><a href=\"https:\/\/www-ncbi-nlm-nih-gov.proxy.lib.ohio-state.edu\/pubmed\/?term=Falkenberg%20CV%5BAuthor%5D&amp;cauthor=true&amp;cauthor_uid=29904562\"> <span style=\"font-weight: 400\">Falkenberg<\/span><\/a><span style=\"font-weight: 400\">, C. V.,<\/span><a href=\"https:\/\/www-ncbi-nlm-nih-gov.proxy.lib.ohio-state.edu\/pubmed\/?term=Pulford%20S%5BAuthor%5D&amp;cauthor=true&amp;cauthor_uid=29904562\"> <span style=\"font-weight: 400\">Pulford<\/span><\/a><span style=\"font-weight: 400\">, S., <\/span><span style=\"font-weight: 400\">&amp;<\/span><a href=\"https:\/\/www-ncbi-nlm-nih-gov.proxy.lib.ohio-state.edu\/pubmed\/?term=Holmes%20RM%5BAuthor%5D&amp;cauthor=true&amp;cauthor_uid=29904562\"> <span style=\"font-weight: 400\">Holmes<\/span><\/a><span style=\"font-weight: 400\">, R. M. (2018). STEAM: using the arts to train well-rounded and creative scientists.<\/span><a href=\"https:\/\/www-ncbi-nlm-nih-gov.proxy.lib.ohio-state.edu\/pmc\/articles\/PMC5969448\/\"> <i><span style=\"font-weight: 400\">J Microbiol Biol Educ<\/span><\/i><\/a><i><span style=\"font-weight: 400\">, 19<\/span><\/i><span style=\"font-weight: 400\">(1), 1\u20138.<\/span><a href=\"https:\/\/dx.doi.org\/10.1128%2Fjmbe.v19i1.1360\"> <span style=\"font-weight: 400\">https:\/\/dx.doi.org\/10.1128%2Fjmbe.v19i1.1360<\/span><\/a><\/p>\n<p><span style=\"font-weight: 400\">Shatunoval, O., Anisimova, T., Sabirova, F., <\/span><span style=\"font-weight: 400\">&amp; <\/span><span style=\"font-weight: 400\">Kalimullina, O. (2019). STEAM as an innovative educational technology. <\/span><i><span style=\"font-weight: 400\">Journal of Social Studies Education Research, 19,<\/span><\/i><span style=\"font-weight: 400\"> 153\u2013179.<\/span><a href=\"https:\/\/files.eric.ed.gov\/fulltext\/EJ1220702.pdf\"> <span style=\"font-weight: 400\">https:\/\/files.eric.ed.gov\/fulltext\/EJ1220702.pdf<\/span><\/a><\/p>\n<p><span style=\"font-weight: 400\">Welch, G. (2011). The arts and humanities, technology and the \u2018English Baccalaureate\u2019: STEAM not STEM. <\/span><i><span style=\"font-weight: 400\">Journal of Music, Technology and Education, 4<\/span><\/i><span style=\"font-weight: 400\">(2-3), 245\u2013250.<\/span><a href=\"https:\/\/doi.org\/10.1386\/jmte.4.2-3.245_1\"> <span style=\"font-weight: 400\">https:\/\/doi.org\/10.1386\/jmte.4.2-3.245_1<\/span><\/a><\/p>\n<p><b>\u00a0<\/b><\/p>\n<p>&nbsp;<\/p>\n","protected":false},"excerpt":{"rendered":"<p>In this chapter you will find answers to the questions: What are the expectations associated with the addition of \u201cA\u201d? What are the &#8221;A&#8221; interpretations: from creativity through the arts to the humanities and social sciences? What are the opportunities for arts inclusion in search schools? The expectations of STEAM The arts became an integral &hellip; <a href=\"https:\/\/web.htk.tlu.ee\/STEAM\/proovi-page\/transformation-of-stem-to-steam-education\/\">Continued<\/a><\/p>\n","protected":false},"author":4,"featured_media":0,"parent":16,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":[],"_links":{"self":[{"href":"https:\/\/web.htk.tlu.ee\/STEAM\/wp-json\/wp\/v2\/pages\/26"}],"collection":[{"href":"https:\/\/web.htk.tlu.ee\/STEAM\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/web.htk.tlu.ee\/STEAM\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/web.htk.tlu.ee\/STEAM\/wp-json\/wp\/v2\/users\/4"}],"replies":[{"embeddable":true,"href":"https:\/\/web.htk.tlu.ee\/STEAM\/wp-json\/wp\/v2\/comments?post=26"}],"version-history":[{"count":6,"href":"https:\/\/web.htk.tlu.ee\/STEAM\/wp-json\/wp\/v2\/pages\/26\/revisions"}],"predecessor-version":[{"id":33,"href":"https:\/\/web.htk.tlu.ee\/STEAM\/wp-json\/wp\/v2\/pages\/26\/revisions\/33"}],"up":[{"embeddable":true,"href":"https:\/\/web.htk.tlu.ee\/STEAM\/wp-json\/wp\/v2\/pages\/16"}],"wp:attachment":[{"href":"https:\/\/web.htk.tlu.ee\/STEAM\/wp-json\/wp\/v2\/media?parent=26"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}