Abstract
Abstract During the last years, the arrival of new technologies facilitated STEAM integration in real-world learning situations, e.g., GPS-based software and mixed realities allow us to combine the virtual and real world to increase our understanding of complex knowledge. Based on these technologies, the authors designed several teaching practices by creating STEAM trails in an outdoor learning environment, integrating architecture in place-based learning approaches that are likely to occur with architecture connected to arts, culture, history and mathematics. However, the complexity of STEAM-integrated teacher practices within real-world situations is challenging. In this conceptual article, the authors will present and discuss the designed teaching practices, stress possible hindrances and chances for their integration into teaching and discuss further research opportunities. This study may be of interest to educators, curriculum developers and policy makers to promote outdoor teaching practices in integrated STEAM trails.
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