@misc{10481/70264,
year = {2021},
month = {7},
url = {http://hdl.handle.net/10481/70264},
abstract = {STEM (science, technology, engineering and mathematics) is an educational approach that is
now accompanied by the STEAM (STEM + Arts) variant. Both educational approaches seek to renew
the scientific literacy of younger generations, and, with the inclusion of the arts, student creativity
is described as a key skill that must receive special attention. A review is therefore presented here
of empirical STEM and STEAM-based educational interventions so as to determine their potential
to develop student creativity. A systematic search of papers over one decade, 2010–2020, found
14 didactic interventions on theWeb of Science and Scopus databases for analysis within the review
process. The analysis suggested that: (1) the interventions based both on STEM and STEAM have
multiple and even contradictory forms, both in theory and in practice; (2) there appears to be a
preference among researchers for the Likert-type test to evaluate creativity; and (3) both educational
approaches show evidence of positive effects on student creativity. In the light of the principal
findings, it was concluded that arguing for the implementation of STEAM education over STEM
education, with a view to developing or promoting student creativity, is not in agreement with the
evidence from the empirical studies.},
organization = {Ministry of Science, Innovation and Universities (Spain)	PGC2018-095765-B-I00},
organization = {European Commission through project SELFIE	2020-1-ES01-KA201-081850},
publisher = {MDPI},
keywords = {STEM education},
keywords = {STEAM education},
keywords = {Creativity},
keywords = {Systematic review},
title = {STEM vs. STEAM Education and Student Creativity: A Systematic Literature Review},
doi = {10.3390/educsci11070331},
author = {Aguilera Morales, David and Ortiz Revilla, Jairo},
}