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Perceptions About STEM and the Arts: Teachers’, Parents’ Professionals’ and Artists’ Understandings About the Role of Arts in STEM Education

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STEM, Robotics, Mobile Apps in Early Childhood and Primary Education

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Abstract

Educators’, parents’ and stakeholders’ perceptions about STEM, STEAM, female representation, and underachievement in STEM are of critical importance, as these perceptions shape educational practices. This study presents the results of a survey conducted to explore the opinions of teachers, student-teachers, parents, artists, and STEM professionals. In summary, the results showed that: (a) although teachers, student-teachers, and STEAM professionals knew about the STEAM approach, only a few had the experience of implementing it; (b) the major difficulties educators faced in implementing STEAM relate to understanding the methodological principles of this approach and the lack of educational resources; (c) educators had received limited support by policymakers, advisers, etc.; (d) STEAM was expected to enrich the curriculum with hands-on and active learning and have a positive impact on children’s critical thinking and communication skills, as well as their overall development; (e) STEAM is expected to increase the motivation and participation of girls and disadvantaged students; and (f) educators and parents recognise the vulnerability of disadvantaged students, but do not seem to be aware of female underachievement in STEM subjects and careers.

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Acknowledgements

The authors would like to express acknowledgments and thanks to the European Commission, funding the Next Generation Science Standards through the STEAM (NGSS) project (Agreement No. 2020-1-TR01-KA201-094463 2020 Erasmus+, Key Action 201, Strategic Partnerships for school education).

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  1. Pedagogical Department of Preschool Education, The University of Crete, Rethymnon Campus, 74100, Gallos, Crete, Greece

    Maria Ampartzaki, Michail Kalogiannakis, Stamatios Papadakis & Vasiliki Giannakou

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Contributions

Maria Ampartzaki, Michail Kalogiannakis, and Vasiliki Giannakou collaborated with the other partners/members of the NGSS team to prepare the questions and define the procedure of the focus groups interviews. They also worked together to carry out the focus groups interviews in Greece. Maria Ampartzaki carried out data analysis. Maria Ampartzaki, Michail Kalogiannakis, Stamatios Papadakis, and Vasiliki Giannakou wrote the present study up.

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Correspondence to Maria Ampartzaki .

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Editors and Affiliations

  1. Department of Preschool Education, University of Crete, Rethymnon, Greece

    Stamatios Papadakis

  2. Department of Preschool Education, University of Crete, Rethymnon, Greece

    Michail Kalogiannakis

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The study was conducted according to the guidelines of the Declaration of Helsinki. The Ethics Committee of the Department of Preschool Education of the University of Crete, Greece, and the Ethics and Deontology Committee of the University of Crete, Greece, also approved it.

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Ampartzaki, M., Kalogiannakis, M., Papadakis, S., Giannakou, V. (2022). Perceptions About STEM and the Arts: Teachers’, Parents’ Professionals’ and Artists’ Understandings About the Role of Arts in STEM Education. In: Papadakis, S., Kalogiannakis, M. (eds) STEM, Robotics, Mobile Apps in Early Childhood and Primary Education. Lecture Notes in Educational Technology. Springer, Singapore. https://doi.org/10.1007/978-981-19-0568-1_25

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