Introduction
STEM is a consequence of the emergence of education transformation tools; STEAM is a deepening of the method of combining technological and humanitarian disciplines. For the first time, the word ‘STEM’ appeared in response to the need to change math education standards: American children were losing in math competitions to children from other countries (Velarde 1). Children’s failures became the subject of intense national attention, and the subsequently developed STEM model was part of the country’s success on the international stage. STEM promises economic competitiveness and national security. This message became clear when governments worldwide promised scholarships for students to take STEM courses instead of STEAM. This event coincided with a sharp development of technological progress; however, some countries still have STEAM rather than STEM policies. Combining the arts with science, technology, engineering, and mathematics is an essential response to the urgent need to prepare young people with more excellent abilities in the 21st century (Taylor 90). This essay details the difference between the two approaches and arguments favoring STEAM instead of STEM, based on scientific sources.
STEM and STEAM Approaches
There is a clear boundary between STEM and STEAM approaches, separating the two methods in terms of goals and results. According to Eisner, “expressiveness, arousing emotion, creating empathic understanding, igniting imagination that breaks the habits of the mind and promotes open-mindedness, and awakening emotional awareness” are aspects of the artistic component of STEAM (8). Art in education has always played an important role, first of all, in revealing the human qualities of the trainees. STEM, on the contrary, is aimed purely at a practice-oriented approach to the content of education and the organization of the educational process.
The approach is starting to change, aiming to combine technical and creative directions. Today’s diverse challenges require 21st-century professionals who are not only experts in their field but also creative thinkers who can collaborate across fields (Mishra and Henriksen 26). Historical evidence shows that the most effective and innovative STEM practices already have these connections; teaching and learning that bridges the arts and sciences is critical.
Despite a clear distinction, STEM and STEAM are inextricably linked with each other. The study of the exact sciences cannot be divorced entirely from understanding art. For example, Pythagoras’s right triangle theorem allowed him to establish a religious brotherhood spanning numbers, music, astronomy, and even the metaphysics of the soul (Britannica 1). While Einstein’s scientific accomplishments are undoubtedly significant, his exceptional musical ability was a lesser-known aspect of his personality. This brilliant physicist, theorist, and STEM role model was known for his admiration for Bach and Mozart and saying, “I know that the greatest joy in my life comes from my violin” (Einstein 237). Although ancient history demonstrates the closely related nature of these areas, a technologically advanced society has gradually begun to separate them, claiming the benefits of STEM.
The balance between art and the exact sciences will ensure society’s stability without a clear distinction between concepts. It will allow the development of further, more creative approaches to education. Ancient Greek education denied the hierarchy of subjects and advocated the interpenetration of areas of knowledge (Pyro 29). Modern society cannot afford to abandon art for the sake of science, even though there is already a noticeable bias. The division into technical and humanitarian specialists, giving more preference to the former, will not lead to the formation of an innovative society. The education of multitasking, ethically oriented specialists capable of creative solutions should become the leading social task that the STEAM methodology meets.
Using STEAM is necessary because modern education requires a diverse methodology. For example, training with the use of visual support becomes almost mandatory. If students in the biology class learning the theory of seed growth are demonstrated different images, they will be able to represent the various stages of this process. If the transmission of information accompanies the explanation of this material through the auditory channel, the student is more likely to remember it. When multiple communication channels are used to convey information, the brain is more likely to build associative neural connections that facilitate memorization. Bringing creativity to learning works the same way: integrating the arts allows students to explore the issue from multiple perspectives. The use of digital skills and technology helps students explain the same concept gracefully (Land 7). Art can be presented in STEM in various authentic ways for communication, oral models, or research done through oral presentations.
In the labor market, specialists with innovative and revolutionary abilities are much more in demand. The combination of studying art and technology solves the problem of training such future specialists. STEM prepares young people with the ability to actively participate in networking and expert boards to address ethical issues related to technological progress and the global impact of technology on everyday life. Sustainable development remains a top priority for both approaches. Their association challenges educators to expand the STEM curriculum into developing students’ disciplinary knowledge and skills. STEAM can educate citizens who observe ethical principles and are reliable specialists in their fields. Only the union of STEM and the humanities can prepare workers of the 21st century with a set of all necessary qualities.
The new approach to learning comprehensively covers all aspects of the educational process. According to a study by Kang, STEAM education is beneficial for both teachers and students (2). Refresher courses have increased the recognition of teachers’ initiative and confidence in STEAM teaching. STEAM has a positive effect on the development of professional qualities and contributes to the learning process’s emotional side. Interviews with college students who had experience with STEAM in elementary school showed that the effect could be long-term (Kang 20). It becomes evident that the new extended approach contributes to the comprehensive development of students.
Supplementing the study of the humanities with a technical approach is also advisable as part of improving the quality of education. A survey by Basaran and Erol examined the differences between STEM and STEAM approaches, using the environmental awareness of elementary school students as an example (1). Providing students with only ecological knowledge within the framework of environmental education may not be enough to achieve the intended goal. To educate environmentally sensitive students, attention should be paid to shaping affective behavior and giving students both an aesthetic outlook and cognitive behavior (Basaran and Erol 1). Thus, the mutual integration of approaches is also suitable for preparing ethically educated, intelligent students who are drawn to knowledge.
STEM and STEAM methods use different approaches to learning, contributing to the development of various skills. Aguilera and Ortiz-Revill’s study was conducted using multiple research tools to determine which STEM or STEAM had more influence on creativity and motivation (331). STEAM showed more positive results in encouraging collaboration, using query-based learning, solving real-world problems, and using different programming languages (Aguilera and Ortis-Revilla 340). Thus, STEAM can be applied to developing interdisciplinary knowledge, including technical learning.
STEAM is still an innovative curriculum that has not been universally adopted. However, the methodology meets the goals of individualized learning, allowing the involvement of children with individual learning needs in the process. It is possible because STEAM allows the teachers to focus on those skills and competencies closer to the student while not breaking away from the general course. The study of technical sciences, which is difficult for many students, is facilitated by the possibility of a creative approach. The use of STEAM allows the involvement of all students in the process, responding to the need to reduce the achievement gap in the classroom and raise the inclusiveness of education.
Conclusion
In conclusion, a strict academic definition distinguishes STEM from STEAM. STEM, being an innovative methodology, has played a significant role in the success of many children who study technical sciences. This approach can guarantee the training of economically competitive specialists and ensure the safe development of the country. STEAM becomes a natural continuation of the methodology, expanding it and allowing the teachers to train diverse, multifunctional specialists. Modern teachers are encouraged to use innovative methods to develop students ready for the challenges of today’s technological world. Both STEM and STEAM have done different things for teachers and students and challenged them to be better by testing their abilities and raising awareness of global ethical issues. However, the benefits of the STEAM approach are clear for educating in-demand professionals in the technological era.
Works Cited
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Basaran, Mustafa Mert and Mustafa Erol. “Recognizing aesthetics in nature with STEM and STEAM education.” Research in Science & Technological Education vol.1, no.1, 2021, pp. 1-17. Web.
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Einstein, Albert. The Ultimate Quotable Einstein. United States, Princeton University Press, 2019.
Eisner, Elliot. “Art and Knowledge.” Handbook of the Arts in Qualitative Research Perspectives, Methodologies, Examples, and Issues, edited by Gary J. Knowles and Ardra L. Cole, CA Sage Publications, 2008, pp. 3-12.
Kang, Nam-Hwa. “A review of the effect of integrated STEM or STEAM (science, technology, engineering, arts, and mathematics) education in South Korea.” Asia-Pacific Science Education, vol. 5, no.1, 2019, pp. 1-22. Web.
Land, Michelle. “The importance of integrating the arts into STEM curriculum.” Converting STEM into STEAM Programs, edited by Arthur, J. Stewart, et al., Springer, Cham, 2019, pp. 11-19.
Mishra, Punya, and Danah Henriksen. “Square Peg, Round Hole, Good Engineering.” Creativity, Technology & Education: Exploring their Convergence, Springer, Cham, 2018, pp. 65-71.
Piro, Joseph. “Going from STEM to STEAM.” Education Week, vol. 29, no.24, 2010, pp. 28-29. Web.
Taylor, Charles. “Why is a STEAM curriculum perspective crucial to the 21st century?” [Paper Presentation]. Research Conference 2016 – Improving STEM Learning: What will it take? 2016.
Velarde, Jason. “STEM vs. Humanities: Do What You Love” STEMcadia, Web.