STEAM, where the “A” represents arts and humanities, is considered a transdisciplinary learning process that has the potential to increase diverse participation in science, technology, engineering, and math (STEM) fields. However, a well-defined conceptual model that clearly articulates essential components of the STEAM approach is needed to conduct empirical research on STEAM's efficacy–in particular, the teaching content that should be considered when enacting STEAM teaching practices. This paper proposes a conceptual model of STEAM, providing educators with the opportunity to teach effectively using transdisciplinary inquiry. The instructional content domain of the model includes problem-based delivery, discipline integration, and problem-solving skills.

中文翻译：

---

开发 STEAM 教学实践的概念模型

STEAM，其中“A”代表艺术和人文学科，被认为是一个跨学科的学习过程，有可能增加对科学、技术、工程和数学 (STEM) 领域的多元化参与。然而，需要一个定义明确的概念模型，清楚地阐明 STEAM 方法的基本组成部分，以对 STEAM 的功效进行实证研究——尤其是在制定 STEAM 教学实践时应考虑的教学内容。本文提出了 STEAM 的概念模型，为教育者提供了使用跨学科探究进行有效教学的机会。该模型的教学内容领域包括基于问题的交付、学科整合和解决问题的技能。