THE EMERGENCE OF STEAM AND ITS PEDAGOGICAL IMPLICATIONS: A RE-EVALUATION OF THE PSYCHOMOTOR DOMAIN

The complex challenges of the 21 st century necessitated the integration of traditionally discrete disciplines to form the meta-discipline of Science, Technology, Engineering and Mathematics (STEM) as a body of enquiry.However, the increasingly complex challenges of the present world have resulted in the reframing of STEM education to emphasis the enhancement of students' ability to find solutions to complex societal challenges.This new move has seen the integration of Arts into STEM to create the transdiscipline of STEAM with more emphasis on nurturing creativity and innovative competency.This paper, therefore, examines the implication of this development on the psychomotor domain of learning as well as promote psycho-productive competency as a viable domain with focus on creative competency of students.The integrative methodology for the review of literature was adopted to examine and comprehend the definitions and descriptions of STEAM education.The article highlighted the rationales, core objectives, and implications of STEAM education for the psychomotor domain.It also recommended pedagogical frameworks and required teacher competences for STEAM education.