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Explain STEAM from the readings. Start this section by clearly explaining STEAM, how this type of instruction is applied, and its intended impact on student learning. Pretend like the reader of this paper knows NOTHING about STEAM and you are explaining it from the ground up. Avoid personal opinions in this sectionthis is a synthesis of existing research, not an analysis of your own findings. Use APA 7th edition citations throughout.

Focus on the sources from the Annotated Bibliography that are provided. In your paper, form a discussion around the tenets of focus for the groups case study.

The case study topic is “How does the integration of art-based instruction (citation of art-based strategies) impact students problem-solving and idea generation in the classroom? We are focusing on art integration.”

Focus your literature review specifically upon the sources that support your research topic/question Cross reference your sources (how are they alike and different).

Please note that I am a 9th grade ELA teacher.

My sources are Matuk, C., DesPortex, K., Amato, A., Vacca, R., Silander, M., & Tes, M. (2022). Tensions and synergies in arts-integrated data literacy instruction: Reflections on four classroom implementations. British Journal of Educational Technology, 53(5), 11591178.

This study examined four classroom implementations of data-art inquiry, where students represented data concepts through artistic forms such as collage, photography, and movement. The researchers analyzed how arts integration supported students understanding of data literacy concepts. Findings showed that when students expressed data through artistic creation and reflective discussion, they demonstrated deeper conceptual reasoning and more flexible problem-solving approaches.

Wilson, H. E., Song, H., Johnson, J., Presley, L., & Olson, K. (2021). Effects of transdisciplinary STEAM lessons on student critical and creative thinking. Journal of Educational Research, 114(5), 445457.

This study looked at how transdisciplinary STEAM lessons impacted students critical and creative thinking. The researchers collected data from 14 classrooms across seven states and compared STEAM instruction to more traditional lessons. They found that students who participated in STEAM lessons showed stronger creative thinking, better idea synthesis across subjects, and improved engagement. Students were more willing to explore different approaches to solving problems and made more connections between content areas.

Compare and contrast MY sources ^^^ with the sources below.

Use the following sources. I will also provide information regarding the sources.

Weng, Y., Zhou, X., Li, Y., Gui, H., Zhou, Q., & Li, W. (2025). Illuminating the Palace Lantern: Enhancing High School Students Creative Thinking and Problem-Solving Ability Through OBE-STEAM Activities. Journal of Chemical Education, 102(2), 917928. https://doi.org/10.1021/acs.jchemed.4c00924

This article examines how STEAM activities that integrate art into science learning can improve high schools students creative thinking and problem solving skills. The research designed an outcome based learning STEAM activity centered around creating a Palance Lantern, which required students to apply chemistry concepts while also designing and building creative products. The student found that when students participated in these integrated activities, their creative thinking skills and ability to problem solve improved. The researchers concluded that combining art and design with academic content helps students think more deeply, apply knowledge, and generate more innovative ideas.

Yang, S., & Ward, N. A. (2025). I didnt understand how powerful this could be: The synergy of arts-enhanced literacy instruction and multicultural literature in a rural classroom. Reading Horizons, 64(2), 83104.

The article focuses on an elementary school teacher and her year-long study, which combined multicultural literature with arts-enhanced instruction. The study notes that teachers observations of her students empathy and engagement within their social groups changed throughout the year. The teacher used culturally sustaining pedagogy to create the multicultural lessons. Aiming to encourage her diverse students to build upon their strengths, creativity, and background knowledge, or experiences, and actively learn from each other to build a stronger learning environment. The arts-enhanced approach in the study incorporated drawing, music, and drama as modes for both learning and relaying knowledge. Focusing on how the arts approach enhances both creativity and academic growth, as well as boosting students confidence, self-esteem, and cultural awareness.