TY  - JOUR
T1  - Beyond the Acronym: Entwining STEAM Education, Self-Regulation, and Mindfulness
AU  - Dignam, Christopher
AU  - Taylor, Danyell
PY  - 2024
DA  - June
Y2  - 2024
DO  - 10.55290/steam.1473884
JF  - Journal of STEAM Education
PB  - Şahin İDİL
WT  - DergiPark
SN  - 2651-3986
SP  - 159
EP  - 190
VL  - 7
IS  - 2
LA  - en
AB  - This study examines the philosophical constructs of Science, Technology, Engineering, Art, and Mathematics (STEAM) curricula entwined with self-regulation and mindfulness to afford students holistic learning. STEAM education is often presented as STEM, resulting in the loss of blended arts integration. The researchers present rationale for including the arts to provide students with interdisciplinary and transdisciplinary curricula that promotes increased creativity and emotive connections to learning. Blending of the arts in STEAM provides students with a greater depth and breadth of critical-thinking, creative-thinking, and social-emotional connections to content. The social capital and emotive connections students construct in STEAM learning present educators with opportunities to entwine mindfulness practices to empower students to develop confidence and competence in their STEAM abilities. Entwining STEAM, self-regulation, and mindfulness provides both a canvas and laboratory of aesthetic, holistic learning of the mind and spirit. The researchers provide instructional and clinical professional practices as well as recommendations for STEAM as a construct for not only providing opportunities for students to engage in cognitive progression, but also to assist learners in developing social, emotional, and behavioral skills for lifelong regulatory and mindfulness learning.
KW  - STEAM
KW  - Self-regulation
KW  - Mindfulness
KW  - Constructivism
KW  - Executive functioning
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UR  - https://doi.org/10.55290/steam.1473884
L1  - https://dergipark.org.tr/en/download/article-file/3886593
ER  -