A knowledge, motivation and organizational gap analysis for integrating the arts with a STEM curriculum

Scholarly literature is extensive on Science, Technology, Engineering and Mathematics (STEM) trending upward, the Arts and its electives being marginalized, the worrying downward trend in STEM achievement and ultimately the decline of the nation’s competitiveness. Noting that the arts ultimately spur advances in all fields, the aim of this qualitative evaluation study was to examine and understand the knowledge, motivation and organization (KMO) implications of integrating the Arts within a (STEM) curriculum — STEAM education. In this study STEAM education is referred to as integrated curricula, or an interdisciplinary/transdisciplinary approach. A (KMO) gap analysis conceptual framework informed this study which focused on research questions: (1) what are the perceived KMO elements related to integrating the Arts in a STEM based curriculum from the high school teachers’ perspective at XDS high school?, and (2) what are the recommendations for STEAM organizational practice in the areas of KMO resources? The field data information was gathered with the aid of teachers (stakeholders) focus groups, classroom observations and artifacts. Organized around KMO influence categories, coding of teachers’ perspectives in regard to the implementation of STEAM education at XDS high school, revealed KMO gaps that led to seven major findings. Informed by Kirkpatrick’s New World Model and Matsui’s action plan, a set of recommendations and an integrated implementation and evaluation plan to close the gaps were proposed.