STEM (science, technology, engineering and mathematics) is an educational approach that is now accompanied by the STEAM (STEM + Arts) variant. Both educational approaches seek to renew the scientific literacy of younger generations, and, with the inclusion of the arts, student creativity is described as a key skill that must receive special attention. A review is therefore presented here of empirical STEM and STEAM-based educational interventions so as to determine their potential to develop student creativity. A systematic search of papers over one decade, 2010–2020, found 14 didactic interventions on the Web of Science and Scopus databases for analysis within the review process. The analysis suggested that: (1) the interventions based both on STEM and STEAM have multiple and even contradictory forms, both in theory and in practice; (2) there appears to be a preference among researchers for the Likert-type test to evaluate creativity; and (3) both educational approaches show evidence of positive effects on student creativity. In the light of the principal findings, it was concluded that arguing for the implementation of STEAM education over STEM education, with a view to developing or promoting student creativity, is not in agreement with the evidence from the empirical studies.

中文翻译：

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STEM 与 STEAM 教育和学生创造力：系统文献综述

STEM（科学、技术、工程和数学）是一种教育方法，现在伴随着 STEAM（STEM + Arts）变体。这两种教育方法都力求更新年轻一代的科学素养，并且在包含艺术的情况下，学生的创造力被描述为一项必须受到特别关注的关键技能。因此，这里对经验性 STEM 和基于 STEAM 的教育干预措施进行审查，以确定它们发展学生创造力的潜力。对 2010 年至 2020 年十年间的论文进行系统搜索，在 Web of Science 和 Scopus 数据库中发现了 14 条教学干预措施，以便在审查过程中进行分析。分析表明：（1）基于STEM和STEAM的干预在理论上和实践上都有多种甚至相互矛盾的形式；(2) 研究人员似乎更喜欢用李克特型测试来评估创造力；(3) 两种教育方法都显示出对学生创造力产生积极影响的证据。根据主要调查结果，得出的结论是，主张实施 STEAM 教育而不是 STEM 教育，以发展或促进学生的创造力，与实证研究的证据不一致。