Abstract
Science, Technology, Engineering, Arts, and Mathematics (STEAM) education is an instructional approach whereby teachers intentionally construct design-based learning opportunities to help students learn and apply content knowledge across disciplines in real-life situations. The present study investigated how twenty preservice teachers in a university special education program perceived STEAM education and how they applied STEAM education in the K-12 classroom after a series of trainings and embedded experiences. Results indicate that continuous support in STEAM education is still needed to help preservice teachers move from positive perspectives toward STEAM education to effective practices in the K-12 classroom.
