Decoding STEM/STEAM: Toy Association Report Exposes Common “Myths”

July 17, 2018 | The concepts of STEM (science, technology, engineering, and math) and STEAM (science, technology, engineering, arts, and math) are commonly misunderstood, leading to a myriad of “myths” and stereotypes about the subjects, according to The Toy Association’s in-depth report, “Decoding STEM/STEAM.”

Assembled and reviewed by The Toy Association’s STEM/STEAM Strategic Leadership Committee, “Decoding STEM/STEAM” has a primary goal of helping toy manufacturers, parents, teachers, and the general public better understand the concept of STEAM and how toys and play can contribute to building these skills in children.

“The myths exposed in this report serve as barriers for kids to become interested in science, technology, and math and to pursuing careers in STEAM-related fields,” said Anna Yudina, director of marketing initiatives at The Toy Association. “Toys can play a big role in helping combat common stereotypes and fears, such as the fear of math, and making STEAM concepts and subjects more relatable and fun to learn.”

The report debunks several misunderstandings that surround the concepts, including: 

  • Born to Calculate. Society has come to believe that children are either born with math skills or not. This misconception is probably fueled by a few children who are math savants when born and are then labeled as “gifted.” No one is born with a math brain and no one is born without one.
  • You Need Math for That. Kids do not need to be highly proficient in math to explore other areas of science, engineering, or technology. Students can still make amazing contributions to science or technology without being a math expert.
  • Memorization Needed. Many young people are dissuaded from studying science, particularly biology and chemistry, because the first step in the learning process is to memorize a litany of terms. Although kids need to know a common language depending on their chosen field, memorization does not play a major role in job performance.
  • STEM Should Be Taught on Tracks. Our current educational system is built on tracks that do not allow parallel growth in such fields as chemistry, physics, and biology. And yet all these disciplines often converge in the real-world workplace. These subjects should be taught in an integrated, related manner.
  • Only White Men Need Apply. Experts in STEAM come in all sizes, shapes, cultural backgrounds, and sexes, and more diversity is needed.
  • Liberal Arts Do Not Relate. There is a mistaken belief that skills and competencies delivered in a liberal arts education will not help in a STEM career. Defense of teaching a broader humanities-oriented curriculum has fueled the STEM to STEAM movement.

This article is the second in a series in which Toy News Tuesday highlights key points revealed in The Toy Association’s report “Decoding STEM/STEAM,” with more articles planned for the coming weeks. Toy News Tuesday previously unveiled the meaning behind STEM and STEAM and how the growing educational movement came about. For more myths and other useful facts, download the full “Decoding STEM/STEAM” report on The Toy Association’s website.