Abstract:

The new curricular and learning profiles in higher education justify the application of the STEAM methodology (Science, Technology, Engineering, Art and Mathematics). Hence, this study seeks to analyze the theoretical perspectives that concern the creation of knowledge in the STEAM methodology as a resource for learning in higher education and to understand the lessons learned in the transdisciplinary pedagogical applicability of the STEAM methodology in higher education. The methodology followed a semi-systematic review of literature from the expression of 58 electronically published articles from 2010-2019, located in the Scopus, Science, ISI, Scielo and among other databases, following Snyder (2019) in the mapping of theoretical aspects, identification of knowledge gaps, combination of authors consulted and the research question. The systematization followed three categories: STEAM methodology as a learning resource, STEAM transdisciplinary pedagogy and STEAM complementarity in the curricular contents. Content validation, according to Levy & Ellis (2006) was framed by the relevance of documents, innovation and quality. The findings highlight the advantages of the systemic condition in the construction of knowledge to overcome the fragmentation of pedagogical dynamics. It concludes with the choice that STEAM offers to exercise intelligible movements in the development of creative content and innovative approaches to transdisciplinary education, so its application in open classrooms is recommended.

Keywords:

STEAM methodology, open curriculum, pedagogy, transdisciplinarity, higher education, learning, discipline integration, innovation.