Abstract
This integrative review examines 44 published articles (empirical, descriptive, and pedagogical frameworks) on the topic of STEAM (Science, Technology, Engineering, Arts, Mathematics) education from 2007 to 2018. Despite the emergence of STEAM as a popular pedagogical approach for enhancing students’ creativity, problem-solving skills, and interest in STEM fields, the definitions and purposes of STEAM education remain ubiquitous. Therefore, the review examined descriptions of the overall purpose of STEAM education, definitions of the STEAM acronym and the ‘A’ in STEAM, creativity as a learning outcome, elements of arts education, and arts education learning outcomes. The review found a myriad of definitions of the STEAM concept in general, a variety of interpretations for the “A” in STEAM, and an overall lack of reported learning outcomes in the areas of creativity, problem-solving, and arts education. The articles also differentiate in methods for merging STEAM disciplines, described in one of five ways: transdisciplinary, interdisciplinary, multi-disciplinary, cross-disciplinary, and arts-integration. Recommendations are provided to advance both research and practice in STEAM education.
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