This is an action research study conducted with primary school teachers defining the interdisciplinary integration of art with science, technology, engineering, and maths (STEM) during their planning and implementation. The research focused on integrated science, technology, engineering, art, and math (STEAM) activities conducted by the teachers in their classes, fourth-grade in primary schools, in Osmaniye province, Turkey, in the 2017–2018 school year. The teachers, inside researcher, and evaluators observed and reflected on the integration in four phases, the planning and implementation of the activities. The study defined the possible interdisciplinary flow models of art integration with other disciplines in the process, along with the appropriate flow models of art integration in planning and implementation. In conclusion, it is reasonable and useful to position the A (art) with technology at the beginning, with engineering at the end and after Science and Maths (TA > SM > EA model) in the planning phase. Appropriate integration with the other STEAM disciplines in primary school settings were to found be in the implementation stage, at the beginning, together with technology after engineering and at the end, and together with engineering after Science and Maths (E > TA > SM > EA model).

这是一项与小学教师进行的行动研究，确定了艺术与科学，技术，工程和数学（STEM）在规划和实施过程中的跨学科整合。该研究侧重于土耳其奥斯曼尼耶省小学四年级的老师在2017-2018学年的班级中开展的综合科学，技术，工程，艺术和数学（STEAM）活动。教师，内部研究人员和评估人员观察并反思了活动的计划和实施四个阶段的整合。该研究定义了艺术整合过程中可能与其他学科交叉的跨学科流程模型，以及在规划和实施中适当的艺术整合流程模型。综上所述，在计划阶段，首先将A（艺术）置于技术上，将工程置于末尾，然后在科学与数学（TA> SM> EA模型）之后放置A（艺术）是合理且有用的。发现在小学阶段与其他STEAM学科进行了适当的集成，包括在实施阶段，一开始，工程后的技术和工程结束时以及科学和数学后的工程（E> TA> SM> EA）模型）。