This article investigates the advantages of adopting the STEAM approach—integrating Science, Technology, Engineering, Arts, and Mathematics—as an overarching, integrative methodology in the teaching of physics. Building on constructivist, socio-cultural, and experiential learning theories, the study synthesizes contemporary pedagogical insights to demonstrate how STEAM reframes physics from a collection of abstract laws into a dynamic system of problem solving, design thinking, and creative expression. Methodologically, the article draws on an analytic review of international frameworks and empirical classroom practices to articulate a coherent model that aligns physics learning objectives with design cycles, authentic assessment, and transdisciplinary project work. The findings highlight four mutually reinforcing advantages: deeper conceptual understanding through multimodal representations; strengthened scientific literacy via inquiry, modeling, and evidence-based reasoning; transfer of knowledge to novel contexts through engineering design and technological prototyping; and increased learner motivation fostered by aesthetic design, narrative framing, and culturally responsive artifacts. In addition, the article details assessment strategies that connect performance tasks with rubric-based evaluation of scientific practices, communication, and creativity, while addressing implementation challenges such as curriculum alignment, teacher preparation, and resource constraints. The discussion culminates in a practical, stepwise integration pathway for schools seeking to embed STEAM within physics without sacrificing disciplinary rigor. The study concludes that STEAM, when implemented with fidelity to core scientific practices and careful curricular mapping, significantly enriches physics education by cultivating concept mastery, problem-solving competence, and creative confidence—key components of contemporary scientific literacy.  

STEAM education, physics teaching, scientific literacy

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