Abstract
Objectives The purpose of this study was to analyze trends in interdisciplinary education by focusing on elementary and middle school STEAM classes and to identify specific attributes inherent in STEAM instruction.
 Methods To achieve the research objectives, we analyzed trends in STEAM education instruction and conducted keyword network analysis. The “Excel” and “Textom” program was used as a research tool. Also, research types, grade levels, instructional objectives, utilized technologies, subjects, teaching methods, and instruction effects were examined by utilizing framework divided into external and content dimensions.
 Results The findings of this study are as follows: Firstly, research on STEAM instruction has been consistently conducted from 2011 to September 2022, primarily published in academic journals covering topics such as information, technology, practical arts, science, and art. Main keywords revealed terms such as education, integration, class, program, science, elementary, and technology. Secondly, research on STEAM instruction consisted of empirical studies. The grade levels involved were elementary school, middle school, and high school, in that order. The primary objective of STEAM instruction was curriculum education, involving various subjects with a particular emphasis on science. A total of 61 different technologies were introduced and applied to STEAM instruction, including robotics, VR, AR, AI, and 5G, indicating an observation of technological trends through STEAM instruction. PBL classes revolving around problems or projects constituted the majority of STEAM instruction, and the effects of STEAM instruction encompassed class satisfaction, problem-solving ability, creativity, and more.
 Conclusions This study examined trends in STEAM instruction, providing significance through the differentiation and analysis of external and content dimensions. Given that the study focused on analyzing actual STEAM instruction, it will aid in understanding and referencing practical aspects such as trends in STEAM instruction and curriculum composition for STEAM instruction.
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