INTEGRATING STEAM EDUCATION IN PRIMARY CLASSROOMS: A 3RD-GRADE PERSPECTIVE

This paper investigates the umbrella term Science, Technology, Engineering, Arts, and Mathematics (STEAM) and how it is embedded in primary school settings, as the study explores third-grade classrooms. A survey of published literature which covers the subject of the shift implemented in the STEAM pedagogy, with the focus on the mission to develop learners' creativity, critical thinking, and problem-solving skills is featured in the theoretical framework. As per the research method, a mixed-methods approach that makes use of both quantitative instruments that measure students' performance and qualitative data pertaining to classroom interactions and teacher feedback is preferred. Given the evidence, the survey inferred that the integration of STEAM increased students' enthusiasm and thus success in academics while at the same time, it posed an issue concerning the lack of quality curriculum design and teacher's readiness. Prospective research directions deal with longitudinal studies whose aim would be to evaluate the impact of STEAM education in the long run and also with the improvement of teachers, which will have a positive influence.