STEM/STEAM/STREAM: the teachers’ perception of concepts

STEM/STEAM represents an educational response to societal challenges and an integrated learning model for school subjects. The study begins with an evolutionary analysis of the STEM/STEAM/STREAM concepts as well as an examination of policy documents for the disciplines of chemistry, biology, physics, geography and music education regarding initiatives to implement the targeted concepts. The article presents the results of an opinion survey, conducted on a sample of 382 teachers from various specialties, from urban and rural areas. From this analysis, a general vision is outlined regarding the implementation of the STEM, STEAM and STREAM concepts, as well as the impediments that teachers encounter in implementation. The aim of the study was to determine the perceptions and attitudes of teachers, as well as the degree of understanding of the STEM, STEAM and STREAM concepts. The survey results guide us towards developing a unique methodology for approaching and implementing these concepts, which would contribute to increasing motivation for learning, but also to developing students’ own learning models. Data analysis highlights the pedagogical value of STEM/STEAM/STREAM concepts regarding the formation and development of key competencies in students, as well as the fact that teachers need structured methodological support, continuous training, adaptation of STEM/STEAM concepts for humanities disciplines (STREAM), but also in extracurricular activities that complement traditional lessons. We believe that it is essential to continue research at the methodological level, ensuring an efficient integration of the concepts in all curricular areas, by complementing traditional lessons with STEM/STEAM/STREAM activities, thus contributing to improving the learning process for students.