A critical look at the theoretical models on integrated STEAM education
DOI:
https://doi.org/10.35362/rie8724634Keywords:
i-STEAM, theoretical foundation, systematic review, study by study reviewAbstract
Society is changing rapidly and the educational system is not following a parallel path, generating an urgent need for educational renewal. In this sense, integrated science, technology, engineering, arts and mathematics education (i-STEAM) currently represents an educational approach in full expansion which is postulated to be aligned with the educational needs of society; proof of this is the continuous increase of publications in this line of research. However, there is a clear predominance of empirical studies on this approach, while its theoretical foundation is less developed, which raises a problem in defining its educational potential. In this study we identify and review the different theoretical models developed for i-STEAM published in high impact journals with the aim of making a critical reflection and assessing the real scope of this approach. The results obtained show that, although there are some papers that show relevant theoretical aspects, there are still few works with more complete theoretical frameworks that could provide a robust and holistic foundation (considering epistemological, psychological and didactical aspects) for i-STEAM education. In light of these results, we emphasize the need to continue working on the theoretical support of this approach, which would allow teachers to implement it effectively.
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