STEAM: A Disruptive Methodology Viewed from Complexity
DOI:
https://doi.org/10.47633/571eds54Keywords:
STEAM, Complex thought, Emerging ParadigmAbstract
This article synthesizes a doctoral graduation project completed at the University of La Salle, San José, Costa Rica. Its objective is to analyze the main dimensions of the emerging paradigm in education and its relationship with the STEAM methodology—a novel approach to teaching and learning in the classroom. Key areas integral to the STEAM methodology were examined, including educators as mediators, metacognition, technology, critical thinking, self-organization, collaborative work, and meaningful learning, among others. This analysis aims to assess the STEAM methodology as a cornerstone of the emerging educational paradigm. The article employs a qualitative methodology, focusing on interpreting and understanding findings related to complexity and the STEAM methodology. A significant limitation of this research lies in its perspective on the relationship between STEAM and the vast complexity it entails. Among the most noteworthy conclusions is that the STEAM methodology aligns with the principles of Economy 4.0, as it fosters a more inclusive and globalized education. Consequently, from the perspective of complexity theory, it can complement the STEAM methodology, forming a vital part of the new educational vision for life.
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