Disciplinary inter-relationship. (23) With the array of disciplinary inter-relationships evidenced in the sources, and the varying definitions of key terms such as inter-, multi-, and transdisciplinary it is impossible to offer clear articulations on this. This section presents the language of disciplinary inter-relationship as is given in the sources. In some cases, disciplinary inter-relationship simply means the inclusion of mixed disciplines within STEAM practices or familiarisation with content outside of the discipline (Foundations of STEAM website 1: 2?, 3, 4? US) or freedom to move between disciplines (Xxxxx et al., 2021: 1 tertiary, 3, US). It is also thought of in terms of the integration of the arts into curriculum and instruction in science, technology, engineering, and mathematics (Xxxx-Xxxxxxxxxxxx, 2018: 1 sec text, 3 US). When referred to in more complex articulations, this criteria is about there being a new connection of some kind between subjects or skill areas within STEAM practice (Xxxxxxx-Xxxx et al., 2017; Xxxxxxx-Xxxxx et al., 2020: 1 sec, 3, 4 US) or interaction between disciplines (Xxx & Xx, 2022:1 tert?, 3). Some argue that this connection making also relates to students’ ability to transfer knowledge in some way between disciplines (Xxxxx et al., 2020: 1 sec tert, 3 and 4, US). And others see this connection as grounded in the classroom environment as problem-based, authentic tasks, student choice, technology integration and teacher facilitation (Xxxxxxx et al., 2019). Some sources refer to STEAM as encompassing transdisciplinarity (Xxxxxxx, 2020: 1 sec tert, 4, US), some specifically highlighting the role of transdisciplinary approaches to pedagogy (Xxxxxx et al., 2022: 1 college, 2, 4 EU; Liao, 2016: generic, 2, US).Others refer to STEAM as encompassing interdisciplinarity topics (Xxxxxx, 2021; 1 sec, 3 US; Xxx et al., 2020: 1 sec, 3, 4), these authors explain this as immersing students in a diversity of knowledge across the domains of science, technology, engineering, arts and mathematics. Some sources refer to STEAM practices as establishing grounds for cross-disciplinary innovation (Jesinowska et al., 2020: 1 sec, 2, 3 EU). Other authors take an even broader approach and discuss STEAM practices as encompassing inter-, trans- and cross-disciplinary learning (Xxxxxx & de Bruin, 2018; 1 sec, 3 Internat). Other sources make more dynamic comment on the import of disciplinary inter-relationship within STEAM practice. It is seen as related to values, multi-modali...
Disciplinary inter-relationship. In some cases, this simply means the inclusion of mixed disciplines within STEAM practices or familiarisation with content outside of the discipline (Foundations of STEAM website) or freedom to move between disciplines (Dredd et al., 202). It is also thought of in terms of the integration of the arts into curriculum and instruction in science, technology, engineering, and mathematics (Xxxx-Xxxxxxxxxxxx, 2018). When referred to in more complex articulations, this criteria is about there being a new connection of some kind between subjects or skill areas within STEAM practice (Xxxxxxx-Xxxx et al., 2017; Xxxxxxx-Xxxxx et al., 2020) or interaction between disciplines (Xxx & Xx, 2022). Some argue that this connection making also relates to students’ ability to transfer knowledge in some way between disciplines (Xxxxx et al., 2022). And others see this connection as grounded in the classroom environment as problem-based, authentic tasks, student choice, technology integration and teacher facilitation (Xxxxxxx et al., 2019). Some sources refer to STEAM as encompassing transdisciplinarity (Xxxxxxx, 2020), some specifically highlighting the role of transdisciplinary approaches to pedagogy (Xxxxxx et al., 2022; Liao, 2016). Others refer to STEAM as encompassing interdisciplinarity topics (Xxxxxx, 2021; Xxx et al., 2020), these authors explain this as immersing students in a diversity of knowledge across the domains of science, technology, engineering, arts and mathematics. Some sources refer to STEAM practices as establishing grounds for cross-disciplinary innovation (Xxxxxxxxxx et al., 2020). Other authors take an even broader approach and discuss STEAM practices as encompassing inter-, trans- and cross-disciplinary learning (Xxxxxx & de Bruin, 2018). Other sources make more dynamic comments on the import of disciplinary inter-relationship within STEAM practice. It is seen as related to values, multi-modality, positivity and unlearning (Columbano et al., 2021); as driving change through a process of making, which values experimental and material agency of invention and exchange between arts and science creativities in STEAM practices (Xxxxxxx & Xxxxxxx-Xxxx, Eds, 2020); and as developing understanding of disciplinary identities, with personal relevance informing connections between disciplines (Sochaka et al., 2016).
