STEM vs. STEAM Education and Student Creativity: A Systematic Literature Review
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
STEM (science, technology, engineering and mathematics) is an educational approach that is now accompanied by the STEAM (STEM + Arts) variant. Both educational approaches seek to renew the scientific literacy of younger generations, and, with the inclusion of the arts, student creativity is described as a key skill that must receive special attention. A review is therefore presented here of empirical STEM and STEAM-based educational interventions so as to determine their potential to develop student creativity. A systematic search of papers over one decade, 2010–2020, found 14 didactic interventions on the Web of Science and Scopus databases for analysis within the review process. The analysis suggested that: (1) the interventions based both on STEM and STEAM have multiple and even contradictory forms, both in theory and in practice; (2) there appears to be a preference among researchers for the Likert-type test to evaluate creativity; and (3) both educational approaches show evidence of positive effects on student creativity. In the light of the principal findings, it was concluded that arguing for the implementation of STEAM education over STEM education, with a view to developing or promoting student creativity, is not in agreement with the evidence from the empirical studies.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.002 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it