**3.1 Pathed STEM education**

The four pathways to STEM education suggested by this framework are isolated and independent (S-T-E-M), duet (e.g. SteM), one into three (e.g. E S-T-M) and all four infused (STEM) approaches [17].

The separatist or silo approach is also discerned in the literature as a traditional approach that holds the isolated instruction of each individual STEM subject [18]. Some symbolize this way of teaching as S-T-E-M to draw attention to its independent subject nature with no to minimal or integration. In schools, this approach manifests as traditional disciplinary list of school subjects like science (chemistry, physics, biology, etc.), mathematics, technology and engineering. It becomes a curriculum movement in that it emphasizes that subjects like technology and engineering which were largely excluded in the school curricula be included. The approach's established history and philosophy of classroom practices currently ground the STEM educators' (teachers in high schools and universities' lecturers) discipline-based training. Teachers informed by this approach tend to teach for subject matter understanding and enhancement of student achievements [19]. They value and conserve their specific knowledge domains [19]. Furthermore, S-T-E-M encourage teachers to adopt lecture-based classroom practices that not only restrict students' academic development and growth [20] but also make students lose interest in STEM subjects [21]. Moreover, the approach supports teachings which are decontextualized from the real world and fail to create opportunities for student to learn through doing, applying and solving problems in real-life situations [22]. This encourages students to maintain separated and parallel views of subject content [6]. In turn, the products of silo teaching-based approaches find it difficult to understand the integration between and among STEM subjects and the real world. This fragmented acquisition of knowledge, values and skills is not in sync with the competences demanded by twenty-first century economies. It is also not aligned to the STEM education form that endeavours to make students realize the integrated or holistic sense of their world living. Conclusively, this approach is limited in capacitating students with the dearly need twenty-first century competences.

The second STEM education path is the integration of two of the four STEM disciplines. This is described in this chapter as the duet STEM education approach. As an example, in schools this duet approach can concentrate on science and mathematics (SteM). Integrating science and mathematics (SteM) seems to be the preferred approach to STEM education in most schools among nations [17, 23]. This duet approach can be thought of as discipline based. The discipline-specific level of

the STEAM pyramid [24] can be related to this STEM teaching way. In the pyramid framework, this level is described as where individual fields or disciplines are taught as stand-alone, but the focus becomes the base discipline where the teaching connects with other subjects. This is to say the subject of focus is covered in depth in relation to other STEM subjects. The specific area of academic expertise and related careers is more apparent and significant. This approach is considered more appropriate to secondary education [24]. The approach retains discipline identity and therefore befitting not only to educators but other professionals who have been trained in and associate themselves with specific disciplines like engineering. Within this approach, subject-based connections are done in a way that does not make a subject lose its uniqueness [25].

It is convincing from the definitions of each of the STEM disciplines that excluding one of them most likely creates competence gaps in student which will limit them in handling real-life problems. This is captured in this quote that 'We now live in a world where; you can't understand Science without Technology, which couches most of its research and development in Engineering, which you can't create without an understanding of Mathematics' [24, p. 17]. Thus, an understanding of what each STEM field is makes this assertion clearer. These fields are chronologically described [17]. First, Science (S) focusses of what exists in the natural world. Scientist engages in scientific inquiry, discovery and exploration to understand the world. In schools, colleges and universities, curriculum courses like biology, chemistry and astronomy aim to make student understand the specific aspects of what the world holds. Second, the Technology (T) is concerned with what can be designed, made and developed from materials and substances in natural world to satisfy human needs and wants. It alters the natural world through inventions, innovation and practical problem-solving as well as design processes. Third, Engineering (E) applies mathematical and scientific knowledge to develop ways of economically utilizing the materials and forces of nature in order to benefit mankind. It draws from technology to produce resources such as energy uses through creativity and logic [24]. Technology and engineering disciplines are strongly connected [17]. Finally, mathematics (M) is the science of patterns and relationships [numerically and symbolically expressed] and provides specific language for technology, science and engineering. Actually the practices of scientist, technologist and engineers are STEM integrated [6]. My talk with my children and siblings in architectural, electronic, automotive engineering all confirmed these authors' assertion that practitioners in these fields draw from various science disciplines, mathematics and technology in doing their work.

The third way is to integrate one of the STEM disciplines into the other three being taught [17]. For example, engineering content can be integrated into science, technology and mathematics courses. This author says this path may be depicted as E S-T-M. This is differentiated from integrating technology into the author by referring to this form as T S-E-M. This approach attempts to address the limitation of the duet way that focusses only on mathematics and science. However, it still conserves the discipline characteristics. One model suggests that STEM integration can be achieved through using engineering or technology designs to create connections of concepts and practices from mathematics or science [5, 26, 27].

Lastly, an infused model of the all four disciplines into each other to teach them as an integrated subject matter [17]. This way of STEM teaching relates to interdisciplinary meaning of STEM education [28]. The different expressions of this form of STEM education all converged to a blended approach that draws classroom practices (purpose, content, context, pedagogy, assessment and interactions) from all four fields and merges the into one field. For example, STEM integration as

**113**

*A Theoretical Framework for Implementing STEM Education*

interdisciplinary involves cutting across subject interconnections into interdisciplinary content and skills [5], in that it mixes STEM content areas into a one subject learning area [29], an interdisciplinary teaching approach that removes the barriers among the four disciplines through incorporation of all the knowledge domains and individual subject skills into one [30]. This form of STEM education requires teachers to hold appropriate knowledge, skills and beliefs of each discipline so that students gain holistic competences for understanding and tackling world problems [31]. This integrated content mirrors the multidisciplinary nature of problems encountered in the real world. Integrated STEM education has promised to equip students with the long sought after skill to link the book with real-life problems and to provide hands-on approach which help motivate students to take up STEM subjects. Research indicates that using an interdisciplinary STEM education provides opportunities for relevant and more thought-provoking experiences for students [32]. Such experiences stimulate higher-level thinking skills and problem-solving. Ultimately, the effective implementation of this approach makes students better problem-solvers, innovators, inventors, self-reliant, logical thinkers and technologi-

Today, the interdisciplinary approach in STEM education is commonly accepted. It emphasizes on the matching of what it taught and learnt to the real world. Students are to make connections between school and the society [28]. The approach progresses nations towards STEM-literate societies which are compatible

The integrated STEM education entails 'an interconnected entity [of disciplines]

with a strong collaborative connection to life' [31, p. 79]. This STEM education approach directs teachers to diffuse paradigmatic knowledge, skills, values and language differences and teach the integrated discipline as one cohesive entity. In doing so, teacher and student interactions should take the centre stage to enable them to collaboratively construct new knowledge, skills and beliefs at the intersection of more than one STEM subject area. Driving such interactions in the classrooms necessitates that teachers comprehend STEM content and acquire supportive pedagogical content knowledge specific to their subjects as well as working knowledge in another [31]. This integrated approach argues that the 'real-life' application of STEM is naturally integrated. A mathematically rigorous science education (MRSE) argument that disputes the epistemological (paradigmatic) view of mathematics and science as distinct to an extent that they are imposable to integrate illustrates how this model functions [31]. This argument aligns the insightful thinking that desperate epistemological assumptions underlying STEM disciplines detract their integration [33] and the interdependence relevance of science and mathematics to real life [34]. This interdependence of science and mathematics perspective afore their applications into real-world situations. Thus, the application of sciences and mathematics in engineering and technology invalidates their compartmentalized views and

brings in an understanding of STEM education as an integrated entity.

STEM teaching can occur at the space where two or more STEM subjects such as mathematics and science intersect. Class interactions draw into this space the content and processes such as problem-solving and quantitative reasoning of both mathematics and science. Mathematics used in science or mathematically rigorous science education brings to the attentions of teachers an interdisciplinary understanding of STEM education that 'does not create an independent meta-discipline while preserving the subject-specific knowledge, skills, and attitudes' [31].

*DOI: http://dx.doi.org/10.5772/intechopen.88304*

cally literate [29].

with twenty-first economies.

**3.2 Integrated STEM education**

#### *A Theoretical Framework for Implementing STEM Education DOI: http://dx.doi.org/10.5772/intechopen.88304*

*Theorizing STEM Education in the 21st Century*

make a subject lose its uniqueness [25].

mathematics and technology in doing their work.

concepts and practices from mathematics or science [5, 26, 27].

the STEAM pyramid [24] can be related to this STEM teaching way. In the pyramid framework, this level is described as where individual fields or disciplines are taught as stand-alone, but the focus becomes the base discipline where the teaching connects with other subjects. This is to say the subject of focus is covered in depth in relation to other STEM subjects. The specific area of academic expertise and related careers is more apparent and significant. This approach is considered more appropriate to secondary education [24]. The approach retains discipline identity and therefore befitting not only to educators but other professionals who have been trained in and associate themselves with specific disciplines like engineering. Within this approach, subject-based connections are done in a way that does not

It is convincing from the definitions of each of the STEM disciplines that exclud-

ing one of them most likely creates competence gaps in student which will limit them in handling real-life problems. This is captured in this quote that 'We now live in a world where; you can't understand Science without Technology, which couches most of its research and development in Engineering, which you can't create without an understanding of Mathematics' [24, p. 17]. Thus, an understanding of what each STEM field is makes this assertion clearer. These fields are chronologically described [17]. First, Science (S) focusses of what exists in the natural world. Scientist engages in scientific inquiry, discovery and exploration to understand the world. In schools, colleges and universities, curriculum courses like biology, chemistry and astronomy aim to make student understand the specific aspects of what the world holds. Second, the Technology (T) is concerned with what can be designed, made and developed from materials and substances in natural world to satisfy human needs and wants. It alters the natural world through inventions, innovation and practical problem-solving as well as design processes. Third, Engineering (E) applies mathematical and scientific knowledge to develop ways of economically utilizing the materials and forces of nature in order to benefit mankind. It draws from technology to produce resources such as energy uses through creativity and logic [24]. Technology and engineering disciplines are strongly connected [17]. Finally, mathematics (M) is the science of patterns and relationships [numerically and symbolically expressed] and provides specific language for technology, science and engineering. Actually the practices of scientist, technologist and engineers are STEM integrated [6]. My talk with my children and siblings in architectural, electronic, automotive engineering all confirmed these authors' assertion that practitioners in these fields draw from various science disciplines,

The third way is to integrate one of the STEM disciplines into the other three being taught [17]. For example, engineering content can be integrated into science, technology and mathematics courses. This author says this path may be depicted as E S-T-M. This is differentiated from integrating technology into the author by referring to this form as T S-E-M. This approach attempts to address the limitation of the duet way that focusses only on mathematics and science. However, it still conserves the discipline characteristics. One model suggests that STEM integration can be achieved through using engineering or technology designs to create connections of

Lastly, an infused model of the all four disciplines into each other to teach them as an integrated subject matter [17]. This way of STEM teaching relates to interdisciplinary meaning of STEM education [28]. The different expressions of this form of STEM education all converged to a blended approach that draws classroom practices (purpose, content, context, pedagogy, assessment and interactions) from all four fields and merges the into one field. For example, STEM integration as

**112**

interdisciplinary involves cutting across subject interconnections into interdisciplinary content and skills [5], in that it mixes STEM content areas into a one subject learning area [29], an interdisciplinary teaching approach that removes the barriers among the four disciplines through incorporation of all the knowledge domains and individual subject skills into one [30]. This form of STEM education requires teachers to hold appropriate knowledge, skills and beliefs of each discipline so that students gain holistic competences for understanding and tackling world problems [31]. This integrated content mirrors the multidisciplinary nature of problems encountered in the real world. Integrated STEM education has promised to equip students with the long sought after skill to link the book with real-life problems and to provide hands-on approach which help motivate students to take up STEM subjects. Research indicates that using an interdisciplinary STEM education provides opportunities for relevant and more thought-provoking experiences for students [32]. Such experiences stimulate higher-level thinking skills and problem-solving. Ultimately, the effective implementation of this approach makes students better problem-solvers, innovators, inventors, self-reliant, logical thinkers and technologically literate [29].

Today, the interdisciplinary approach in STEM education is commonly accepted. It emphasizes on the matching of what it taught and learnt to the real world. Students are to make connections between school and the society [28]. The approach progresses nations towards STEM-literate societies which are compatible with twenty-first economies.

#### **3.2 Integrated STEM education**

The integrated STEM education entails 'an interconnected entity [of disciplines] with a strong collaborative connection to life' [31, p. 79]. This STEM education approach directs teachers to diffuse paradigmatic knowledge, skills, values and language differences and teach the integrated discipline as one cohesive entity. In doing so, teacher and student interactions should take the centre stage to enable them to collaboratively construct new knowledge, skills and beliefs at the intersection of more than one STEM subject area. Driving such interactions in the classrooms necessitates that teachers comprehend STEM content and acquire supportive pedagogical content knowledge specific to their subjects as well as working knowledge in another [31].

This integrated approach argues that the 'real-life' application of STEM is naturally integrated. A mathematically rigorous science education (MRSE) argument that disputes the epistemological (paradigmatic) view of mathematics and science as distinct to an extent that they are imposable to integrate illustrates how this model functions [31]. This argument aligns the insightful thinking that desperate epistemological assumptions underlying STEM disciplines detract their integration [33] and the interdependence relevance of science and mathematics to real life [34]. This interdependence of science and mathematics perspective afore their applications into real-world situations. Thus, the application of sciences and mathematics in engineering and technology invalidates their compartmentalized views and brings in an understanding of STEM education as an integrated entity.

STEM teaching can occur at the space where two or more STEM subjects such as mathematics and science intersect. Class interactions draw into this space the content and processes such as problem-solving and quantitative reasoning of both mathematics and science. Mathematics used in science or mathematically rigorous science education brings to the attentions of teachers an interdisciplinary understanding of STEM education that 'does not create an independent meta-discipline while preserving the subject-specific knowledge, skills, and attitudes' [31].

### **3.3 A continuum approach**

The continuum approach borders on four different levels ranging from the lowest level 1 (the disconnected) to the highest level 4 (the integrated) [23]. The other possible ways of STEM integration it provides are the connected and complimentary in levels 2 and 3, respectively. In the disconnected level, individual STEM subjects are taught and learnt separately. These subjects such as chemistry, biology and mathematics exist parallel to one another in school curricula. Each subject is taught by teachers trained to teach it. STEM integration within this level entails introducing the subjects like engineering and technology in the school curricula which are usually excluded in schools. Like the separatist or silo approach of the pathed STEM education approach [17], this disconnected level guides the teaching and learning of specific STEM subjects. This level 1 STEM teaching and learning not only perpetuates the disparateness among multiple disciplines but also decontextualizes learning from real-world activities. It retains the status quo of teaching and learning of each STEM subject which has long been seen as lacking in instilling economic development driving skills such problem-solving, critical thinking, collaboration and creativity in students [35]. Yet, highly ranked infused (see Section 3.2) and integrated (see Section 3.3) STEM education approaches make it clear that this curriculum reform is not only about introducing engineering and technology in the school curricula as stand-alone subjects, but it is about integrating concepts from different subjects into new STEM subject matter, using student-centred pedagogies and assessment approaches in a way that nurtures students' 'inventiveness, creativity, and critical thinking'. Thus, the level 1 approach promotes traditional silo practices rather than integrative (innovative) practices.

Literature points to the thinking that introducing engineering and technology as stand-alone subjects will in some way bring awareness of their connections to the science and mathematics. This can be discerned from the definition of each of the four STEM disciplines. Science has three interrelated dimensions: (1) understanding nature which relates to science as the tool for understanding universal patterns of nature, (2) scientific inquiry which relates to the methodology used for generating knowledge and (3) scientific enterprise which relates to the human involvement in generating knowledge [23]. Mathematics is not only the primal language that cuts across STEM disciplines but also a network of practical and theoretical divisions that interact with other subjects as well as within [24]. It is inclusive of numbers and operations, algebra, geometry, measurement, data analysis and probability, problem-solving, reasoning and proof and communication (including trigonometry, calculus and theory) [23]. Both engineering and technology apply science and mathematics. Engineering uses technology to innovate and create products or structures and process that improves quality of life. Research is consistent that integrating engineering practices and engineering design on the learning of science potentially makes learning meaningful, exciting and relevant. Recent research, however, is focussing on pedagogical integration of engineering into other STEM subjects [27, 36].

The integrated approach, in level 4, informs integrative STEM classroom practices. This integrated approach is in synch with both the infusion model [17] and the integrated STEM education model [31]. Though different terminologies are used to describe this STEM education approach, they all converge on its description as an intertwined approach of the four STEM disciplines in a way that makes it impossible to distinguish each of them. Thus at classroom level, integrated STEM education informs development of integrated content (STEM content) [5], designing and adoption of student-centred pedagogies that support integrated learning [35] and adoption of assessment approaches that promote creativity, inventiveness and

**115**

**3.4 STEAM education**

*A Theoretical Framework for Implementing STEM Education*

can provide midway step progressions towards level 4.

innovation in solving real problems. Such classroom practices should depart from the discipline-based student-centred pedagogies, real contexts and problem-solving STEM-integrated practices. The paradigm shift, therefore, calls for new pedagogical models, new content, assessment method, contexts and teacher-learner roles. Further, it necessitates higher education institutions (HEIs) to develop new STEM teacher programmes. The movement from level 1 straight to level 4 would be very abrupt, challenging and expensive. The levels 2 and 3 of this continuum approach

The connected perspective in level 2 refers to drawing attention to connection between the areas while still considering them separately. Within this level teaching and learning is subject specific or discipline based. Though not explicitly stated, two options are available in this level. One is the duet approach of connecting the concepts of mathematics and science. This relates to subject matter or content connections. The second option is the one into three (1–3) STEM integration approach. This alludes to the E S-T-M integration of the pathed STEM education. STEM integration at this level is not to say that other subjects are excluded, but rather the focus is on exploring the primary subject more in depth and then the related fields. At this level,

the specific divisions of silo are loosened and lessened through connections.

In level 3, complimentary approach informs teachers to explore mutual relationships between and among STEM subjects rather merely connecting concepts drawn from areas. The term complementary implies use of both differences and similarities of two or more things such as role or skills or strengths to create synergies that bring greater efficiency and effectiveness. Thus, the complementary STEM education notions that the four disciplines are different, but share similarities that can be drawn into a common space. In STEM education, STEM subjects may be offered separately, but the teaching of each specific subject should draw from other STEM subjects in order to develop knowledge and skills from combined strengths.

The STEAM linkages can be drawn from the articulation that 'We now live in a world where; you cannot understand Science without Technology, which couches most of its research and development in Engineering, which you cannot create without an understanding of the Arts and Mathematics' [24]. These ideas can also be drawn from the STEAM education framework for students with disabilities [7]. In simple terms, this approach entails an addition of the arts to STEM (STEM + arts). Considering students' frustration from unpleasant and/or unsuccessful experiences in STEM disciplines, some researchers suggested students' motivation in learning STEM disciplines needs to be additionally considered within the interdisciplinary framework [33]. They argued that STEM education should be expanded to embrace and integrate with the disciplines of the arts in order to facilitate and promote accessibility of STEM learning. The arts domain embeds areas of performing arts (i.e. dance, music and theater), presenting arts (i.e. visual arts) and producing arts (i.e. media arts), as well as languages. It is acknowledged that in real life, people solve problems through integrative thinking and applications. They do not separate aspects of science, mathematics, art, and so on [37], rather they draw

The Science, Technology, Engineering and Mathematics Education (STEME) model in **Figure 1** was developed with full recognition that education is contextual,

from all the disciplines and confront the problem(s) holistically.

**4. The STEME integration framework**

*DOI: http://dx.doi.org/10.5772/intechopen.88304*

#### *A Theoretical Framework for Implementing STEM Education DOI: http://dx.doi.org/10.5772/intechopen.88304*

*Theorizing STEM Education in the 21st Century*

practices rather than integrative (innovative) practices.

The continuum approach borders on four different levels ranging from the lowest level 1 (the disconnected) to the highest level 4 (the integrated) [23]. The other possible ways of STEM integration it provides are the connected and complimentary in levels 2 and 3, respectively. In the disconnected level, individual STEM subjects are taught and learnt separately. These subjects such as chemistry, biology and mathematics exist parallel to one another in school curricula. Each subject is taught by teachers trained to teach it. STEM integration within this level entails introducing the subjects like engineering and technology in the school curricula which are usually excluded in schools. Like the separatist or silo approach of the pathed STEM education approach [17], this disconnected level guides the teaching and learning of specific STEM subjects. This level 1 STEM teaching and learning not only perpetuates the disparateness among multiple disciplines but also decontextualizes learning from real-world activities. It retains the status quo of teaching and learning of each STEM subject which has long been seen as lacking in instilling economic development driving skills such problem-solving, critical thinking, collaboration and creativity in students [35]. Yet, highly ranked infused (see Section 3.2) and integrated (see Section 3.3) STEM education approaches make it clear that this curriculum reform is not only about introducing engineering and technology in the school curricula as stand-alone subjects, but it is about integrating concepts from different subjects into new STEM subject matter, using student-centred pedagogies and assessment approaches in a way that nurtures students' 'inventiveness, creativity, and critical thinking'. Thus, the level 1 approach promotes traditional silo

Literature points to the thinking that introducing engineering and technology as stand-alone subjects will in some way bring awareness of their connections to the science and mathematics. This can be discerned from the definition of each of the four STEM disciplines. Science has three interrelated dimensions: (1) understanding nature which relates to science as the tool for understanding universal patterns of nature, (2) scientific inquiry which relates to the methodology used for generating knowledge and (3) scientific enterprise which relates to the human involvement in generating knowledge [23]. Mathematics is not only the primal language that cuts across STEM disciplines but also a network of practical and theoretical divisions that interact with other subjects as well as within [24]. It is inclusive of numbers and operations, algebra, geometry, measurement, data analysis and probability, problem-solving, reasoning and proof and communication (including trigonometry, calculus and theory) [23]. Both engineering and technology apply science and mathematics. Engineering uses technology to innovate and create products or structures and process that improves quality of life. Research is consistent that integrating engineering practices and engineering design on the learning of science potentially makes learning meaningful, exciting and relevant. Recent research, however, is focussing on pedagogical integration of engineering into other STEM

The integrated approach, in level 4, informs integrative STEM classroom practices. This integrated approach is in synch with both the infusion model [17] and the integrated STEM education model [31]. Though different terminologies are used to describe this STEM education approach, they all converge on its description as an intertwined approach of the four STEM disciplines in a way that makes it impossible to distinguish each of them. Thus at classroom level, integrated STEM education informs development of integrated content (STEM content) [5], designing and adoption of student-centred pedagogies that support integrated learning [35] and adoption of assessment approaches that promote creativity, inventiveness and

**3.3 A continuum approach**

**114**

subjects [27, 36].

innovation in solving real problems. Such classroom practices should depart from the discipline-based student-centred pedagogies, real contexts and problem-solving STEM-integrated practices. The paradigm shift, therefore, calls for new pedagogical models, new content, assessment method, contexts and teacher-learner roles. Further, it necessitates higher education institutions (HEIs) to develop new STEM teacher programmes. The movement from level 1 straight to level 4 would be very abrupt, challenging and expensive. The levels 2 and 3 of this continuum approach can provide midway step progressions towards level 4.

The connected perspective in level 2 refers to drawing attention to connection between the areas while still considering them separately. Within this level teaching and learning is subject specific or discipline based. Though not explicitly stated, two options are available in this level. One is the duet approach of connecting the concepts of mathematics and science. This relates to subject matter or content connections. The second option is the one into three (1–3) STEM integration approach. This alludes to the E S-T-M integration of the pathed STEM education. STEM integration at this level is not to say that other subjects are excluded, but rather the focus is on exploring the primary subject more in depth and then the related fields. At this level, the specific divisions of silo are loosened and lessened through connections.

In level 3, complimentary approach informs teachers to explore mutual relationships between and among STEM subjects rather merely connecting concepts drawn from areas. The term complementary implies use of both differences and similarities of two or more things such as role or skills or strengths to create synergies that bring greater efficiency and effectiveness. Thus, the complementary STEM education notions that the four disciplines are different, but share similarities that can be drawn into a common space. In STEM education, STEM subjects may be offered separately, but the teaching of each specific subject should draw from other STEM subjects in order to develop knowledge and skills from combined strengths.

### **3.4 STEAM education**

The STEAM linkages can be drawn from the articulation that 'We now live in a world where; you cannot understand Science without Technology, which couches most of its research and development in Engineering, which you cannot create without an understanding of the Arts and Mathematics' [24]. These ideas can also be drawn from the STEAM education framework for students with disabilities [7]. In simple terms, this approach entails an addition of the arts to STEM (STEM + arts). Considering students' frustration from unpleasant and/or unsuccessful experiences in STEM disciplines, some researchers suggested students' motivation in learning STEM disciplines needs to be additionally considered within the interdisciplinary framework [33]. They argued that STEM education should be expanded to embrace and integrate with the disciplines of the arts in order to facilitate and promote accessibility of STEM learning. The arts domain embeds areas of performing arts (i.e. dance, music and theater), presenting arts (i.e. visual arts) and producing arts (i.e. media arts), as well as languages. It is acknowledged that in real life, people solve problems through integrative thinking and applications. They do not separate aspects of science, mathematics, art, and so on [37], rather they draw from all the disciplines and confront the problem(s) holistically.
