STEAM education: contributing evidence of validity and effectiveness ( Educación STEAM: aportando pruebas de validez y efectividad )

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.