THEORETICAL FOUNDATIONS IN INNOVATING SCIENCE TEACHING USING STEAM EDUCATION

Abstract

The paper explains the key theoretical and methodological assumptions of innovating and improving the quality of teaching science using STEAM education. Using the theoretical analysis, it was established that STEAM education is based on a cognitive process aimed at solving problems from the real world, project learning, cooperative learning, research teaching, and the application of procedures that encourage students to be productive, self-initiative, and reflective. The roles of students and teachers are founded on cooperation. The focus shifts to students who assume the role of researchers, creators, leaders, and evaluators; teachers take the role of facilitators in the teaching process. The application of STEAM has certain limitations. Primarily, teaching staff has insufficient capacities to conceive, design, implement, and evaluate teaching concerning STEAM. Moreover, the model structure in which the standards and outcomes of all disciplines included in STEAM would be equally represented is an intricate task. The conclusions indicate that the aspects, advantages, and positive characteristics of STEAM surpass the deficiencies. Hence, STEAM should be applied in teaching science to a greater extent.