Students are active participants in their learning, engaging in project-based activities such as prototyping, designing, and problem-solving (Bertrand & Namukasa, 2022). They develop critical thinking and collaboration skills by working with peers across disciplines, taking ownership of their learning journey (Yakman, 2008). Through inquiry and exploration, students gain both technical expertise and creative expression, preparing them for real-world challenges and careers (Bauld, 2024).
Bertrand, M.G., & Namukasa, I.K. (2020). STEAM education: student learning and transferable skills. Journal of Research in Innovative Teaching & Learning, 13(1), 43-56. https://doi.org/10.1108/JRIT-01-2020-0003
Caton, J.C. (2021). Don’t run out of STEAM! Examining instructional barriers to a transdisciplinary learning approach. Journal of STEM Teacher Education, 56(1), 38-45. https://doi.org/10.30707/JSTE56.1.1624981200.219832
Mejias, S., Thompson, N., Sedas, R. M., Rosin, M., Soep, E., Peppler, K., Roche, R., Wong, J., Hurley, M., Bell, P., & Bevan, B. (2021). The trouble with STEAM and why we use it anyway. Science Education, 105(2), 209-231. https://doi.org/10.1002/sce.21605
Pearson, R. (2022). STEAM education and the whole child: examining policy and barriers. International Journal of the Whole Child, 7(2), 109-120.
Roehrig, G. H., Dare, E. A., Ellis, J. A., & Ring-Whalen, E. (2021). Beyond the basics: A detailed conceptual framework of integrated STEM. Disciplinary and Interdisciplinary Science Education Research, 3(1). https://doi.org/10.1186/s43031-021-00041-y
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