ABSTRACT

While the acronym STEAM — Science, Technology, Engineering, Arts, Mathematics — has become a buzzword in educational settings, STEAM education is still at an early stage in its development. In fact, many consider the promotion of STEAM education as being based on relatively weak empirical grounds. This special issue responds to the need for additional evidence regarding STEAM’s validity and effectiveness. In the first part of this article, the STEAM construct is defined, with its origin, characteristics and various models described. The barriers that hinder or prevent its application in the classroom are also analysed. The second part presents the six articles included in the special issue. The first article analyses the theoretical bases of STEAM education. It is followed by five empirical studies: two are contextualized within primary education, two within secondary education and one final study on STEAM teacher education. We trust that this series of studies will contribute to further developing the theoretical, epistemological and practical frameworks underpinning STEAM education.

摘要

虽然首字母缩略词 STEAM——科学、技术、工程、艺术、数学——已成为教育领域的流行语，但 STEAM 教育仍处于发展的早期阶段。事实上，许多人认为 STEAM 教育的推广建立在相对薄弱的实证基础上。本期特刊回应了关于 STEAM 有效性和有效性的额外证据的需求。在本文的第一部分中，定义了 STEAM 结构，描述了它的起源、特征和各种模型。还分析了阻碍或阻止其在课堂中应用的障碍。第二部分介绍了特刊中收录的六篇文章。第一篇文章分析了STEAM教育的理论基础。紧随其后的是五项实证研究：两项是在初等教育中的情境化研究，两项在中学教育中，一项关于 STEAM 教师教育的期末研究。我们相信这一系列研究将有助于进一步发展支撑 STEAM 教育的理论、认识论和实践框架。