Chien-Chih Ni

There have been many studies on the effectiveness of the STEAM model since its integration into design education, but further investigation is needed to determine whether teachers and students truly understand the meaning of STEAM. The aim of this study is to evaluate people’s perceptions of the STEAM model in design education. Respondents from four universities on both sides of the Taiwan Strait participated in the study. Following expert evaluation and a number of tests, the revised questionnaire was used to survey the attitudes of respondents. The results indicate the following: (1) Respondents were more familiar with universities in their area and therefore rated them relatively highly. While this is reasonable, it suggests that respondents may lack a global perspective. (2) The proportion of arts courses is generally high, but further analysis is required to determine whether they in fact play a role in connecting to STEM. This study concluded that educators and researchers need to have a deep understanding of the essence and connotations of STEAM. Students must also consider how to acquire the knowledge and skills needed for 21st-century design through STEAM courses. Furthermore, the use of STEAM in design education needs to be continuously evaluated and improved.

Currently, STEAM interventions in design education are a relatively new phenomenon. A design education system derives from three major ideas from the Bauhaus: (1) art and technology: a new unity; (2) human-centered design; and (3) interdisciplinarity, which is the essence and connotation of STEAM. In the transition from STEM to STEAM, the concept and mindset of art connect the four disciplines within STEM, elevating these tools and methods into a strategy. It is urgently necessary for design educators to restructure their curriculum using STEAM models and thought. However, there is no evidence that the integration of these disciplines will improve design education for the public. Consequently, this study examines the perception of educators and the public regarding the use of STEAM in design education. Using expert interviews, six design schools were selected as samples, and questionnaires were used to collect and analyze the views of different groups of people. According to the results, the expert group scored fairly high; and other groups will form stereotypes based on the characteristics of the school, resulting in a polarized assessment of STEAM. All groups displayed cognitive differences in many aspects. It is evident from this study that the STEAM model should be incorporated into design education; however, it is necessary to determine objectively the relationship between the five attributes and their relative importance within different design fields. Under the premise of complying with policies, regulations, and the actual situation of the school, the design of the curriculum planning needs to be adjusted and supplemented in a timely manner according to the STEAM model. Specifically, it cannot be arranged arbitrarily for STEAM, but it should also let students understand what STEAM is about so that they can understand why these courses exist. Furthermore, researchers should examine the effectiveness of these courses over time by conducting a phased retrospective.