Abstract
This article defines the modern interdisciplinary trends in engineering and the collaboration of engineering with other sciences. Science, Technology, Engineering, Arts (STEAM) approach has been chosen as suitable for teaching engineers in English for Specific Purposes (ESP) classroom. The authors created different tasks with art elements in teaching ESP. The topics of the tasks are: material properties, environmental/global sustainability issues, human factors engineering, employment of engineers, and engineering education. Scaffolding, appropriate time management, cooperation, creative atmosphere, native materials are the conditions for the effective usage of the tasks within STEAM approach. The results of the pedagogical experiment in 2019 at the National Technical University of Ukraine “Igor Sikorsky Kyiv Polytechnic Institute” (Igor Sikorsky KPI) amongst 30 chemical engineers proved the improvement of language skills and other skills of the 21 century such as cooperation, digital, problem-solving, creative thinking. An anonymous questionnaire confirmed students’ positive perception of the STEAM approach.
Highlights
First of all, engineering contexts are becoming more and more multidisciplinary, causing a great deal of change in modern technical education
Each of the task focuses on particular skills
Task 1 primarily focuses on research skills; task 2 is first of all aimed at environmental literacy; 3 focuses on health and safety literacy; 4 encourages students to improve collaboration skills; 5 focuses on cultural literacy
Summary
First of all, engineering contexts are becoming more and more multidisciplinary, causing a great deal of change in modern technical education. One innovation that has addressed this trend was developed in 2001 at the National Science Foundation in the United States, for the integration of Science, Technology, Engineering, and, Mathematics (STEM). STEM is based on natural connections between disciplines. Effective STEM learning includes realworld and authentic problems, involving new and emergent technology, science practices, argument-based practices, and multimodal communication [2]. STEM literacy is a broad concept composed of skills, abilities, factual knowledge, procedures, concepts, and metacognitive capacities to gain further learning [3, 12]. The requirements for STEM learning and language learning can sometimes coincide, as both require understanding, listening, speaking, writing, reading skills, and the ability to learn, etc
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