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STEAM-CT - didactic model

STEAM and Computational Thinking (CT) have a common general goal: 

“Educating children to become creative problem solvers.”

One of the main purposes of STEAM education, is equipping students to be creative problem solvers rather than answer finders. This can be achieved through STEAM programs with the use of Computational Thinking (CT), because CT is a catalyst for STEAM education (Park & Green, 2019). On the other hand, the content of STEAM-based disciplines increases students’ knowledge of CT skills (Bati et al., 2018). The integration of STEAM and CT provides ways for students with a passion for one subject to engage with another, as well as for teachers based on their different expertise and passions (Bell & Bell, 2018). 

There is a vital compatibility possible between STEAM and CT because they are both related to problem solving, but it requires a shift towards an educational framework, wherein we must cooperate and coordinate more, and new information technologies promise a great deal. Therefore, at the heart of the STEAM-CT approach are inquiry, collaboration and an emphasis on process-based learning. Such an approach will motivate young people, and can be a great contributor to the evolution towards human-centered longer-term socio-technical possible futures. (Boy, 2013) (Riley, 2014) 

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