Emerging methodologies that apply and integrate science, technology, engineering, art, and math (STEAM) in education have appeared in recent years as a pedagogical alternative providing more holistic and attractive education. The research methodology used in this work is of a bibliometric nature. Specifically, an academic performance analysis and a co-word analysis has been carried out. The term STEAM was analyzed in the Web of Science (WoS) database. The WoS programs Analyze Results, Creation Citation Report, and SciMAT were used. A total of 1116 manuscripts were analyzed. The results show that studies in the field education of STEAM began in 2006 and have continued uninterruptedly up to the present day, although interest generated in the scientific community has been irregular. It can be concluded that STEAM studies have not had an established and robust line of research over time, although it can be observed that the trends in this aspect are focused on the scientific branch of education. In addition, the topics of study on STEAM include points related to gender differences, the influence of STEAM on people of different races, the skills developed by students, and training teachers to implement teaching and learning processes with STEAM.

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STEAM in education: a bibliometric analysis of performance and co-words in Web of Science

This article reports a multiple case study in which we analyse Brazilian and Spanish mathematics teachers’ opinions about and predispositions toward gamified activities in STEAM education. To obtain data, we administered a survey to 56 in-service mathematics teachers in primary and secondary education from these countries. The survey had been previously validated throughout an expert judgement process. Our results show a high percentage of teachers who think this kind of activity has positive effects on students’ development, improving their affective domain toward mathematics and required skills for mathematical competency. Notwithstanding, many teachers report insecurity and lack of training for employing such educational methodologies.

Brazilian and Spanish Mathematics Teachers' Predispositions towards Gamification in STEAM Education

Enhancing Computational Thinking Skills Through Artificial Intelligence Education at a STEAM High School

Una mirada crítica a los modelos teóricos sobre educación STEAM integrada

This research has studied the impact of the use of STEAM (Science, Technology, Engineering, Art, and Mathematics) in education, specifically in the development of linguistic and mathematical skills. The instruments used to extract the learning results were the external evaluation tests carried out by the National Institute of Educational Evaluation INEE over a period of 4 years. The study included 242 third-level primary school students from an educational center in the city of Ceuta (Spain) located in a disadvantaged area. The objectives of the study were to describe the learning results obtained in the respective competencies according to the sex and the migratory history of the students’ parents, to compare the results obtained before and during the use of STEAM and to determine if there is a correlation between the understanding of writing and problem solving. The research method was quantitative descriptive, cross-sectional and correlational. The results of the study showed that the transversal and coordinated use of STEAM improves the learning outcomes of linguistic and mathematical competence of students of the third year of Primary Education, especially speaking, oral comprehension and calculation. The results were, in general, more positive in the case of girls and students whose parents were born in Spain. The study also revealed that there is a positive correlation between reading comprehension and problem solving.

/pdf/steam-in-primary-education-impact-on-linguistic-and-2ukfgkzn.pdf

STEAM in Primary Education. Impact on Linguistic and Mathematical Competences in a Disadvantaged Context

The development of STEAM (Science, Technology, Engineering, Liberal Arts, and Mathematics) curricula has emerged in the past decade. A pedagogical STEAM (Scaffolding, Tutoring, Engaging, Argumentation, and Modeling) model was proposed in this study to implement interdisciplinary STEAM curricula. The effects of this model on students’ project competence and learning motivation were evaluated. A quasi-experimental design was adopted in the study. One hundred fourteen participants were recruited from a high school in southern Taiwan. There were 57 students in the experimental group (27 males; 30 females) and 57 in the comparison group (35 males; 22 females). The results revealed that the implementation of the pedagogical STEAM model was able to enhance the project competence and learning motivation of the students in the experimental group. Qualitative data from student interviews also revealed that the students had positive perceptions of the model. The main implication of this study is that the pedagogical STEAM model has the potential to be used as a teaching guide for the high school interdisciplinary curricula.

The Effect of a Pedagogical STEAM Model on Students’ Project Competence and Learning Motivation

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The Effect of a Pedagogical STEAM Model on Students’ Project Competence and Learning Motivation