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Full STEAM ahead, but who has the map? – A PRISMA systematic review on the incorporation of interdisciplinary learning into schools

White, Daniel and Delaney, Seamus 2021, Full STEAM ahead, but who has the map? – A PRISMA systematic review on the incorporation of interdisciplinary learning into schools, LUMAT: International Journal on Math, Science and Technology Education, vol. 9, no. 2, pp. 9-32, doi: 10.31129/lumat.9.2.1387.

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Title Full STEAM ahead, but who has the map? – A PRISMA systematic review on the incorporation of interdisciplinary learning into schools
Author(s) White, Daniel
Delaney, SeamusORCID iD for Delaney, Seamus orcid.org/0000-0003-3271-1686
Journal name LUMAT: International Journal on Math, Science and Technology Education
Volume number 9
Issue number 2
Start page 9
End page 32
Total pages 24
Publisher LUMA Centre Finland
Place of publication Helsinki, Finland
Publication date 2021-03-18
ISSN 2323-7112
Keyword(s) high school
interdisciplinary
transdisciplinary
multidisciplinary
PRISMA systematic review
STEAM
STEM
Summary Science, Technology, Engineering and Mathematics or "STEM" focused pedagogy has been influenced changes in education for decades. Responding to the need for interdisciplinary skilled workforces, the STEM approach has been revised firstly to reflect the incorporation of Arts, (STEAM) and, more recently, to place stronger emphasis on cross-disciplinary connections. However, there is little empirical evidence to drive the development of a practical model for classroom implementation. This systematic review aims to consolidate existing empirical evidence on the incorporation of interdisciplinary learning via a STEM/STEAM approach in high-school environments using a PRISMA review scaffolding. The review identified ninety-nine articles that addressed interdisciplinary learning. However, the majority of them were excluded due to the lack of empirical evidence for such improvements, resulting in only eleven studies being included in the final synthesis. This suggests that more research is required prior to wide-scale implementation within high school education systems.  Of those that met the selection criteria, the overarching theme was that improved outcomes were best achieved via either a real-world project-based or problem-based learning pedagogy with the use of community and industry support. However, due to the low number of studies found to fit the criteria, it is recommended that further research is conducted to provide greater empirical evidence to support this finding.
Language eng
DOI 10.31129/lumat.9.2.1387
Indigenous content off
HERDC Research category C1 Refereed article in a scholarly journal
Free to Read? Yes
Persistent URL http://hdl.handle.net/10536/DRO/DU:30149524

Document type: Journal Article
Collections: Faculty of Arts and Education
School of Education
Open Access Collection
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Every reasonable effort has been made to ensure that permission has been obtained for items included in DRO. If you believe that your rights have been infringed by this repository, please contact drosupport@deakin.edu.au.