Full STEAM ahead, but who has the map? – A PRISMA systematic review on the incorporation of interdisciplinary learning into schools

Abstract

Science, Technology, Engineering and Mathematics or "STEM" focused pedagogy has been influenced changes in education for decades. Responding to the need for interdisciplinary skilled workforces, the STEM approach has been revised firstly to reflect the incorporation of Arts, (STEAM) and, more recently, to place stronger emphasis on cross-disciplinary connections. However, there is little empirical evidence to drive the development of a practical model for classroom implementation. This systematic review aims to consolidate existing empirical evidence on the incorporation of interdisciplinary learning via a STEM/STEAM approach in high-school environments using a PRISMA review scaffolding. The review identified ninety-nine articles that addressed interdisciplinary learning. However, the majority of them were excluded due to the lack of empirical evidence for such improvements, resulting in only eleven studies being included in the final synthesis. This suggests that more research is required prior to wide-scale implementation within high school education systems. Of those that met the selection criteria, the overarching theme was that improved outcomes were best achieved via either a real-world project-based or problem-based learning pedagogy with the use of community and industry support. However, due to the low number of studies found to fit the criteria, it is recommended that further research is conducted to provide greater empirical evidence to support this finding.

Enablers and obstacles in teaching and learning of mathematics

“…Similarly, in a study on problem solving with a STEM/STEAM focus, White and Delaney (2021) found that when teachers implement real-world project-based or problem-based learning, where students are in the center of their learning and learn by doing, students achieve higher learning outcomes, and develop positive attitude towards science and mathematics learning. As for research on problem solving, the findings are relatively straightforward, highlighting the importance of problem solving in enhancing students' mathematics learning; it becomes highly important for mathematics educators to have a clear understanding on how they can enhance students' problem-solving proficiency.…”

Possibilities and Challenges of Using Educational Cheminformatics for STEM Education: A SWOT Analysis of a Molecular Visualization Engineering Project

“…There are several models for defining STEM education . The traditional approach emphasizes all of the STEM subjects as individual fields.…”

“…There are several models for defining STEM education. 26 The traditional approach emphasizes all of the STEM subjects as individual fields. Critical opinions claim that this traditional approach is a disconnected model not supporting multidisciplinary collaboration.…”

Interdisciplinary Learning Methodology for Supporting the Teaching of Industrial Radiology through Technical Drawing

“…Interdisciplinary teaching methodologies have been the subject of a multitude of works that indicated their suitability when applied to the training of students in the areas of science and engineering [27]. One example is the work of Borrego et al [28], which describes the implementation of a rural interdisciplinary health care training program oriented to pharmacy students, in which disciplines such as pharmacy, medicine, nursing, and dental hygiene, among others, were represented.…”

“…The work of Furlan et al [30] is another example of an interdisciplinary teaching project that, in addition, has the particularity of uniting disciplines as apparently different as chemistry, humanities, and English. Reviewing the existing literature, it can be seen that interdisciplinary learning (IL) is a widespread teaching methodology which, when applied to engineering, allows a closer connection between the teaching-learning process and the situations that the student will encounter in the real world [27].…”