About this Research Topic
STEM (Science, Technology, Engineer, and Mathematics) education refers to an interdisciplinary and applied approach of teaching and learning to increase scientific literacy and critical thinking of individuals. By merging the Arts with STEM subjects, STEAM education emphasizes the role of arts, creativity and humanity, as in scientific breakthroughs and technological advancement in the 21st century. Creativity is the ability to generate original ideas or products with intended functionalities and is often viewed as an essential learning outcome of STEAM education. This special issue aims to provide a worldwide perspective in the role of creativity in STEAM education.
The phrase “STEM education” or “STEAM education" started in the United States. But the concept was not unprecedented when either STEM or STEAM was introduced to the rest of the world. By inviting scholars from different continents, such as Asia, Australia, Europe, and North America, to share their perspectives in creativity and STEAM education, this special issue could contribute to the literature by showcasing the diverse views of STEAM education and presenting various creative teaching methods in STEAM around the world.
This special issue welcomes contributions from two areas. The first focuses on policies or practices in STEAM education in different countries and regions, and the second on empirical studies in creative teaching in STEAM education.
Limited literature has shown that people in different parts of the world may view STEAM education differently and have various missions and goals. Having scholars from different continents to share their inquiry in STEAM education and creativity can enrich our understanding of the mission of STEAM education and what STEAM education means to both educators and students around the world.
An increasing number of studies in recent years analyze creative teaching in STEAM. Some have explored the relationship between the usage of project-based learning (PBL) in STEM and creativity and other 21st century skills such as communication and collaboration. Others are interested in examining the effects of inquiry-based learning modules such as hands-on laboratory or self-exploring workstation in student motivation and creativity. Creative teaching has intimately connected STEAM education and creativity and has attracted worldwide attention from researchers in different parts of the world.
We are interested in submissions that address either of the two identified areas of research, and with this collection aim to present the current status of STEAM education around the world and the role of creativity and innovation in STEAM education.
The phrase “STEM education” or “STEAM education" started in the United States. But the concept was not unprecedented when either STEM or STEAM was introduced to the rest of the world. By inviting scholars from different continents, such as Asia, Australia, Europe, and North America, to share their perspectives in creativity and STEAM education, this special issue could contribute to the literature by showcasing the diverse views of STEAM education and presenting various creative teaching methods in STEAM around the world.
This special issue welcomes contributions from two areas. The first focuses on policies or practices in STEAM education in different countries and regions, and the second on empirical studies in creative teaching in STEAM education.
Limited literature has shown that people in different parts of the world may view STEAM education differently and have various missions and goals. Having scholars from different continents to share their inquiry in STEAM education and creativity can enrich our understanding of the mission of STEAM education and what STEAM education means to both educators and students around the world.
An increasing number of studies in recent years analyze creative teaching in STEAM. Some have explored the relationship between the usage of project-based learning (PBL) in STEM and creativity and other 21st century skills such as communication and collaboration. Others are interested in examining the effects of inquiry-based learning modules such as hands-on laboratory or self-exploring workstation in student motivation and creativity. Creative teaching has intimately connected STEAM education and creativity and has attracted worldwide attention from researchers in different parts of the world.
We are interested in submissions that address either of the two identified areas of research, and with this collection aim to present the current status of STEAM education around the world and the role of creativity and innovation in STEAM education.
Important Note: All contributions to this Research Topic must be within the scope of the section and journal to which they are submitted, as defined in their mission statements. Frontiers reserves the right to guide an out-of-scope manuscript to a more suitable section or journal at any stage of peer review.
