Beyond the Acronym: Entwining STEAM Education, Self-Regulation, and Mindfulness

Year 2024, Volume: 7 Issue: 2, 159 - 190, 30.06.2024

Christopher Dignam , Danyell Taylor

https://doi.org/10.55290/steam.1473884

Cited By: 1

Abstract

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.

Keywords

STEAM, Self-regulation, Mindfulness, Constructivism, Executive functioning

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