The STEAM-Active (Project Number: 2021-1-ES01-KA220-HED-000032107) project is funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the European Education and Culture Executive Agency (EACEA). Neither the European Union nor EACEA can be held responsible for them.

Trends, Issues and Possibilities for an Interdisciplinary STEM Curriculum

Partners' Institution
University of Peloponnese
Year of publication
Educational stage
Secondary Level, University Level
Journal name
Science & Education volume
Thematic Area
Definition and characteristics of STEAM
This study takes the STEM curriculum as its focus and investigates the influences that have resulted in the current interpretation of STEM as well as the epistemological questions, tensions and issues that this curriculum raises. The study does this through a consideration of previous and current curriculum movements and debates and in doing so raises questions about the underlying assumptions, form and focus that STEM curriculum take before considering some possible future directions.
Relevance for Complex Systems Knowledge
The study considers the tensions that arise in attempting to reconcile the multiple purposes of a STEM curriculum.
The paper has raised questions about the interplay and tensions between knowledge and skills, disciplinarity and interdisciplinarity and how each of these requires attention to be paid to epistemology and how moves toward one or the other do or do not engage particular groups of society with STEM. It would seem that a careful balancing act is required to develop a successful and sustainable STEM curriculum; yet, more research is needed in order to successfully navigate these issues.
Point of Strength
The strength of this study is the focus and the investigation of the influences that have resulted in the current interpretation of STEM.
Curriculum, Interdisciplinary, Epistemology, STEM
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License

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