The Challenges of STEAM Instruction: Lessons from the Field

TLDR

STEAM education is increasingly adopted worldwide, yet empirical evidence on effective instructional practices and associated challenges remains scarce. This study seeks to identify the instructional challenges encountered by math and science teachers when implementing STEAM units during intensive yearlong professional development. Using a qualitative longitudinal design, the authors collected data from 33 teachers throughout a yearlong PD program. Teachers reported challenges with pacing, student comprehension of content and process, planning, district policy constraints, and, less frequently, technology integration and assessment, highlighting key considerations for effective STEAM instruction.

Abstract

STEAM (science, technology, engineering, art, and mathematics) education is gaining popularity in schools across the United States and in parts of Europe, Asia, and Australia. Despite its popularity little empirical data exists to guide effective instructional practices, and even less is known about the challenges associated with instruction. Drawing on results of a qualitative longitudinal study, this article presents findings regarding instructional challenges faced by 33 math and science teachers when implementing STEAM units in their classrooms during intensive yearlong professional development. Challenges included pacing/time, student understanding of content and process, issues relating to planning, and concerns about school district policies. Two other challenges that were less frequent, but still notable, included technology integration and issues related to assessment. The article concludes with implications for educational researchers and educators to consider when planning effective STEAM instruction.