Date of Award
Spring 5-8-2026
Document Type
Research Paper
Degree Name
Master of Arts in Education (MAED) in Art Education
Department
Art & Design
Instructor
Dr. Christopher M. Strickland
Program Advisor
Dr. Christopher M. Strickland
Keywords
STEM, STEAM, interdisciplinary learning, Studio Thinking, Studio Habits of Mind
Abstract/Description
STEM-aligned schools often include arts through STEAM initiatives, but it is unclear how artistic thinking actually complements or differs from STEM (Science, Technology, Engineering, Mathematics) thinking. Studio Thinking research identifies Studio Habits of Mind (SHoM) as ways students think and learn through artmaking many of which parallel STEM competencies (thinking practices) such as problem-solving, modeling, and iterative design (Hetland, et al., 2013; Laquea, 2024).
Using student artwork, sketches, and student reflections as primary evidence, this comparative arts-based case study compares how Studio Habits of Mind align with and diverge from STEM thinking frameworks. By comparing these forms of evidence, the study identifies overlap, distinction and omission between artistic and STEM thinking. Findings aim to clarify how artistic thinking is recognized and valued within STEM contexts and to inform more intentional interdisciplinary curriculum design, including how the role of art is understood within STEAM initiatives.
Recommended Citation
Andersen, A. (2026). Artistic Thinking in STEM Contexts: A Comparative Arts-Based Case Study of Studio Habits of Mind and STEM Thinking Frameworks. [Master’s thesis, University of Nebraska, Kearney]. OpenSPACES@UNK.