As an emerging field of theory, research, and practice, STEAM (Science, Technology, Engineering, Arts, and Mathematics) has received attention for its efforts to incorporate the arts into the rubric of STEM (Science, Technology, Engineering, and Mathematics) learning. In particular, many informal educators have embraced it as an inclusive and authentic approach to engaging young people with STEM. Yet, as with many nascent fields, the conceptualization and usage of STEAM is somewhat ambivalent and weakly theorized. On the one hand, STEAM offers significant promise through its focus on multiple ways of knowing and new pathways to equitable learning. On the other hand, it is often deployed in theory, pedagogy, and practice in ambiguous or potentially problematic ways toward varying ends. This paper attempts to disentangle some of the key tensions and contradictions of the STEAM concept as currently operationalized in educational research, policy, and practice. We pay particular attention to the transformative learning potential supported by contexts where STEAM is conceptualized as both pedagogical and mutually instrumental. That is, neither STEM nor arts are privileged over the other, but both are equally in play. We link the possibilities suggested by this approach to emerging theories for understanding how designing for and surfacing epistemic practices linked to the relevant disciplines being integrated into STEAM programs may point the way toward resolving tensions in inter‐ and transdisciplinary learning approaches.

中文翻译：

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STEAM的麻烦以及为什么我们仍然要使用它

作为理论，研究和实践的新兴领域，STEAM（科学，技术，工程，艺术和数学）因将艺术纳入STEM（科学，技术，工程和数学）的范畴而受到关注。学习。特别是，许多非正式的教育工作者都将其视为一种包容性和真实的方法，以使年轻人参与STEM。但是，与许多新兴领域一样，STEAM的概念化和使用在某种程度上是矛盾的，而且理论上也很薄弱。一方面，STEAM通过专注于多种认识方式和通往公平学习的新途径而提供了巨大的希望。另一方面，它在理论，教学法和实践中经常以含糊不清或可能有问题的方式部署到不同的方面。本文试图弄清目前在教育研究，政策和实践中可操作的STEAM概念的一些主要张力和矛盾。我们特别关注由STEAM概念化为教学和互用的上下文所支持的变革性学习潜力。就是说，STEM和艺术都没有特权，但是两者都在发挥作用。我们将这种方法建议的可能性与新兴理论联系起来，以了解与整合到STEAM计划中的相关学科相关的认知实践的设计和表述如何为解决跨学科学习方法和跨学科学习方法中的紧张关系指明道路。我们特别关注由STEAM概念化为教学和互用的上下文所支持的变革性学习潜力。就是说，STEM和艺术都没有特权，但是两者都在发挥作用。我们将这种方法建议的可能性与新兴理论联系起来，以了解与整合到STEAM计划中的相关学科相关的认知实践的设计和表述如何为解决跨学科学习方法和跨学科学习方法中的紧张关系指明道路。我们特别关注由STEAM概念化为教学和互用的上下文所支持的变革性学习潜力。就是说，STEM和艺术都没有特权，但是两者都在发挥作用。我们将这种方法建议的可能性与新兴理论联系起来，以了解与整合到STEAM计划中的相关学科相关的认知实践的设计和表述如何为解决跨学科学习方法和跨学科学习方法中的紧张关系指明道路。