Innovating with STEAM in middle school classrooms: remixing education

TLDR

STEAM instruction is novel in K‑12 classrooms, and few in‑depth case studies exist. The study aims to broaden the conversation about STEAM by investigating its emerging educational form. The authors analyze 14 middle‑school classrooms, synthesize prior research, propose guidance for pre‑service education, professional development, and classroom practice, and then employ a second‑order narrative to detail three teacher cases. The study demonstrates that teachers remix existing practices rather than introduce entirely new instruction when implementing STEAM.

Abstract

Purpose This paper aims to broaden the conversation regarding STEAM by investigating the new form of education. The novelty of science, technology, engineering, art and mathematics (STEAM) instruction in K-12 classrooms means few cases of STEAM teaching are documented in depth. Design/methodology/approach As part of a larger multi-year study researching STEAM teaching practices in 14 middle school classrooms in the southeastern USA, the article first summarizes prior research findings and then presents ideas for higher education and K-12 researchers to consider when incorporating STEAM teaching in pre-service education, professional development and in classrooms. Then, the authors use a second-order narrative approach to describe three cases of teachers enacting STEAM practices in classrooms. Findings Drawing on the notion of “remixing” education in the context of STEAM, the authors show how each teacher alters existing practices, instead of offering entirely new instruction, as they implement STEAM teaching. Originality/value With few cases of STEAM teaching detailed in the depth, this paper advances the understanding of STEAM teaching practices in K-12 classrooms.