From Conceptualization to Implementation: STEAM Education in Korea

First conceptualized by the US National Science Foundation, STEM refers to Science, Technology, Engineering, and Mathematics curriculum. An integrated approach to STEM education involves teaching integrated disciplines as a cohesive entity. Advocates suggest that integrated approaches to K–12 STEM education teaching STEM in a connected manner, especially in the context of real-world issues, can make the STEM subjects more relevant to students and teachers. A more connected approach should encourage student motivation for learning and increase student interest, achievement, and persistence. As technology advances continue, so do inherent problems: Society begins demanding a STEM-literate workforce. To foster student creativity and creative problem-solving skills when tasked to solve various problems, the Korea Ministry of Education, Science, and Technology integrated the arts (including liberal arts and language arts) into STEM and launched STEAM education nationwide. Here we discuss the following points: (1) the theoretical framework by which STEAM education is conceptualized in Korea; (2) how STEAM education has expanded in this country; (3) integrated approaches to STEAM education, such as problem-based learning; and (4) some impacts, in Korea, of converting from STEM teaching to STEAM teaching on student interest and achievement (especially for girls). We conclude with recommendations to stakeholders about implementing STEAM education in K–12.