Abstract

The authors share an emerging analytical approach to designing and studying STEAM programs that focuses on how programs integrate the respective epistemic practices—the ways in which knowledge is constructed—of science and art. They share the rationale for moving beyond surface features of STEAM programs (e.g. putting textiles and electronics on the same table) to the discipline-specific ways in which participants engage in creative inquiry and production. They share a brief example from a public STEAM event to demonstrate the ways in which this approach can foster reflection and intentionality in the design and implementation of STEAM programs.

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