Abstract:

The social and technological changes of the s. XXI plot the need to redefine the teaching model. In that sense, the development of skills related to creativity and innovation is linked to the acquisition of scientific-technical skills so that current students can solve the uncertain challenges of the future. STEAM learning is one of the models that seeks to respond to this challenge by integrating art (A) with the other scientific-technical disciplines: Science (S), Technology (T), Engineering (E) and Mathematics (M), STEM.

STEAM concept was born in 2008 by means of Yakman test, [1]. It was assuming the need to bet on an integrative concept of STEM learning, introducing into the model what is known in english as "the arts" to generate truly integrated and creative learning. The idea of "the arts" is a broad concept that covers fields such as language arts, social sciences and physical arts in addition to those traditionally considered as arts. Thus, with its integration into STEM learning, "the arts" become a multidisciplinary agent that connects the sciences with artistic fields that facilitate communication, the understanding of reality and bring out creative strategies and solutions, [2].

One of the institutions that has disseminated, and enhanced STEAM learning is the Rode Island Design School (RIDS). Its informative initiative, "stemtosteam.org", is one of the best known in this field. The STEAM framework defined by the RIDS varies substantially from the Yakman model because of the way in which it incorporates art to the rest of the disciplines. It makes it equivalent to design with a strong innovative character. The RIDS has the challenge of placing arts education as a discipline fully integrated in the scientific learning of primary and secondary education.

In relation to the Spanish curriculum, there was a new change of educational law in the Spanish system in 2013, LOMCE, [3]. In one of these modifications, LOMCE redefined the eight basic competences of the old law (LOE), calling them "key competences" and summarizing them in seven. One of these key competences is called "mathematical competence and basic competences in science and technology", whose definition in [4] is quite similar to be a STEM learning. Unfortunately, there is no reference to art and the possibility of STEAM learning.

In the present work, LOMCE curriculum is deeply analyzed to carried out STEAM learning educational projects. The analysis is focused on the 4th, 5th and 6th grades of Primary school (8-11 years), which is one of the stages least studied by the literature. As a result, topics are analyzed and related with STEAM areas, stablishing the area properties to be an opportunity as a main topic for the STEAM project.

References:
[1] G.Yakman, G. STΣ@M Education: an overview of creating a model of integrative education. M.J. de Vries (Ed.), PATT-17 and PATT-19 Proceedings (pp.335-358). Reston, V.A.: ITEEA. 2008.
[2] G.Yakman, Y.Lee, (2012). Exploring the exemplary STEAM education in the U.S. as a practical educational framework for Korea. Journal of Korea Association Science Education, 32(6), 1072-1086. 2012.
[3] LOMCE. https://www.boe.es/buscar/act.php?id=BOE-A-2013-12886.
[4] https://www.boe.es/buscar/doc.php?id=BOE-A-2015-738

Keywords:

STEM, STEAM, LOMCE, Primary school.