Author(s)

Laura D. Carsten Conner¹, Carrie Tzou², Blakely K. Tsurusaki², Mareca Guthrie³, Stephen Pompea⁴, Perrin Teal-Sullivan²

¹Geophysical Institute and College of Natural Science and Mathematics, University of Alaska, Fairbanks, Fairbanks, AK, USA.
²School of Educational Studies, University of Washington, Bothell, WA, USA.
³University of Alaska Museum of the North, Fairbanks, AK, USA.
⁴National Optical Astronomy Observatory, Tucson, AZ, USA.

The approach of integrating art with STEM, also known as STEAM (Science, Technology, Engineering, Art, and Math), has gained tremendous popularity over the last several years, in large part due its potential to enhance science learning and broaden participation in science (Vossoughi & Bevan, 2014). However, the field is still nascent with respect to a guiding set of best practices. Unless close attention is paid to using meaningful STEAM practices, including those that support identity development and equity, STEAM is unlikely to fulfill its promise. In this essay, we present a new model for thinking about STEAM, including proposing a set of core STEAM practices that draw on disciplinary practices of art and science. We then provide two examples of STEAM practices in action with respect to activities that integrate biology and chemistry with art. Finally, we offer a set of design recommendations to those wishing to develop impactful STEAM activities. These principles are broadly applicable to science learning in diverse contexts and settings, both in and out of school.

STEAM, Identity, Equity, Broadening Participation, Youth

Conner, L. , Tzou, C. , Tsurusaki, B. , Guthrie, M. , Pompea, S. and Teal-Sullivan, P. (2017) Designing STEAM for Broad Participation in Science. Creative Education, 8, 2222-2231. doi: 10.4236/ce.2017.814152.