5 STEAM myths debunked

Sarah Hillyard
A teacher sat with students reading
Reading time: 4 minutes

STEAM (Science, Technology, Engineering, Art and Maths) sounds like an overwhelming combination of subjects to teach – and only suitable for expert educators. But the reality is doing STEAM is simpler than you think. Here are 5 common STEAM myths and the truth behind them. We also outline a number of simple activities you try with your students.

1. STEAM requires a lot of time

STEAM projects encourage curiosity, creativity and collaboration in the classroom – but they have a reputation for being preparation-heavy and for requiring a lot of teaching time and energy.

But to get the full benefit of STEAM, there’s no need to plan out a full-blown project that lasts a whole month. In fact, you might integrate just one STEAM lesson into your syllabus. Or a lesson could contain a one-off 10-minute STEAM challenge. 

Here are some easy, low-preparation challenges your classes can take part in: 

10-minute STEAM challenges:

  • Winter unit: How tall can you build a snowman using paper cups? 
  • Shapes theme: Using five toothpicks make a pentagon, two triangles, a letter of the alphabet. 
  • Bug project: Can you create a symmetrical butterfly?

2. You need fancy materials to do STEAM

The biggest misconception is around technology. When you think of STEAM, you might imagine you need apps, computers, tablets and robots to teach it successfully. It’s true that you will certainly find STEAM challenges out there that involve extensive supply lists, expensive equipment, knowledge of programming and robotics. 

However, in reality, you probably have everything you need already. Technology doesn’t have to be expensive or complicated. It can refer to simple, non-electronic tools and machines, too. Think funnels, measuring cups and screwdrivers, for example. You can use low-cost regular classroom or household items and recyclable materials that learners' families can donate. Toilet paper rolls and cardboard boxes are very popular items in STEAM.

Here is a low-tech activity you can try: 

Combine engineering, art and math using cardboard and a pair of scissors

This challenge involves creating 3D self-portrait sculptures in the cubist style using only cardboard. First, teach about parts of the face by observing and analyzing some Cubist portraits (eg, explore Georges Braque and Pablo Picasso). Then have learners cut out cardboard shapes and make slits in them to attach together. They create their self-portrait sculptures by fitting the pieces together using the slits so that the final product will stand by itself. Display the self-portraits and talk about them.

3. STEAM is targeted to older learners

Young children are naturally curious about the world around them, and STEAM experiences begin very early in life. They explore with their senses and test their hypotheses about the world, just like scientists do. Much of their play is based on engineering skills, such as building houses with LEGO®  bricks. They learn to manipulate tools while they develop their fine motor skills and their awareness of non-electronic technology. They use dramatic play and enjoy getting their hands full of paint while engaged in art. They learn about maths concepts very early on, such as size (big and small toys), quantities of things, and even babies start using the word “more” if they’re still hungry. 

Check out this simple STEAM experiment to learn about plants and their needs. 

How do plants eat and drink? 

Have students put water and food dye in a pot. Put a white flower in the water. Ask students to guess what will happen. 

After a few days, students should check their flowers and observe how it has changed color. They must then record their results. Extend the experiment by asking if they can make their flowers two colors.

Example from English Code Student's Book

4. You have to be an expert to teach STEAM

Educators widely believed that teaching STEAM requires having expertise in all these disciplines. In reality, while some basic knowledge about the concepts and processes behind the challenges is ideal, it is up to you to decide what you feel comfortable teaching.

What’s really important is that the learners master the skills behind STEAM, that is collaboration, critical thinking, creativity and inquiry. Rather than being an expert, the teacher needs to facilitate learning and discovery. 

Here’s a simple activity to demonstrate this:

Building a ramp

In this activity, your students will build ramps to test how toys roll/slide down them. This activity covers the following disciplines:

  • Physics: the science involved in creating a stable structure and moving objects
  • Technology: using a simple machine that allows objects to move
  • Engineering and design: planning and building structures to achieve a result
  • Mathematics: reasoning about distance and numbers

Find out more about this ramp challenge in our next STEAM blog (coming soon). 

5. You either teach STEAM or teach your curriculum

Some teachers think that you have to stop teaching your regular lessons to do STEAM. However, this is not the case. It’s key to think of ways to connect the challenges with themes and units of work that you plan to teach and integrate them. STEAM can coexist with literacy programs, mindfulness programs or anything else you are teaching. 

Here’s an example:

Shadow projector project

If you’re teaching a unit on Space and Planets, make a shadow projector. 

Have learners cover one end of a cardboard tube with some thick transparent tape. They should then draw a star, planet, sun or moon on the tape with a permanent marker. Next, have them shine a flashlight through the tubes in your darkened classroom and describe the night sky. They can explore how to make the sky items bigger or smaller by moving the source of light.  

Read our posts 'How to improve literacy in the classroom' and 'How to teach students to be global citizens'.

Explore our courses and exams

More blogs from Pearson

  • A teachr standing by students in a classroom holding a tablet up
    Assessment Evolved ELT edition: Supporting English language assessment in the age of GenAI
    By Mike Mayor
    Reading time: 3 minutes

    The conversation around generative AI in education has moved quickly.

    For English language teachers, though, the reality in classrooms has often felt more complicated than the headlines suggest.

    AI tools are already being used by students. Teachers are trying to understand where these tools help, where they create challenges and what this means for learning moving forward.

    One thing educators continue to raise is the need for practical support. Not just discussions about AI itself, but guidance that connects to real classroom experiences and day-to-day teaching.

    That is part of the reason behind the ELT Edition of Assessment Evolved: Formative Assessment in a Generative AI Era.

  • Two business people working together on a tablet
    How to politely say no in business English
    By Charlotte Guest
    Reading time: 3 minutes

    Knowing how to say “no” politely is an important communication skill in the workplace. Whether you are declining a meeting, turning down a request or rejecting a business proposal, the way you respond can affect professional relationships.

    For English learners, saying no can feel especially difficult. Many people worry about sounding rude, unhelpful or unfriendly. The good news is that Business English includes many polite and professional phrases that help you refuse requests clearly while still showing respect.

    Here are five useful ways to politely say no in Business English, with examples and tips for when to use them.

    1. “Thank you for considering me, but I must respectfully decline.”

    This phrase is polite, professional and direct. It shows appreciation for the opportunity while making your decision clear.

    When to use it

    • Declining a job offer
    • Turning down a business proposal
    • Refusing a formal invitation

    Example

    “Thank you for considering me, but I must respectfully decline the offer at this time.”

    Why it works

    This phrase sounds professional because it:

    • Starts with appreciation
    • Communicates your answer clearly
    • Maintains a respectful tone

    2. “I appreciate your interest but, unfortunately, I’m unable to commit at this time.”

    This expression is useful when you cannot accept something because of time, workload or other responsibilities.

    When to use it

    • Declining extra work
    • Saying no to projects
    • Refusing invitations professionally

    Example

    “I appreciate your interest but, unfortunately, I’m unable to commit at this time due to other priorities.”

    Why it works

    This phrase helps soften the refusal and explains that your decision is based on circumstances rather than the person themselves.

    3. “I understand where you’re coming from, but I don’t think it’s the right fit for me.”

    This is a good phrase for situations where you want to disagree politely or decline an offer that does not meet your needs.

    When to use it

    • Declining a service or product
    • Rejecting a business idea
    • Turning down partnerships

    Example

    “I understand where you’re coming from, but I don’t think it’s the right fit for our team right now.”

    Why it works

    The phrase shows empathy first before giving your opinion. This helps keep the conversation positive and respectful.

    4. “Thank you for the opportunity, but I’m afraid it’s not something I can take on right now.”

    This phrase is useful when you may be interested in the future, but cannot accept now.

    When to use it

    • Declining freelance work
    • Refusing additional responsibilities
    • Saying no to speaking events or collaborations

    Example

    “Thank you for the opportunity, but I’m afraid it’s not something I can take on right now.”

    Why it works

    This response sounds polite and professional without completely closing the door to future opportunities.

    5. “Thank you for thinking of me, but I won’t be able to.”

    This is a shorter and more informal way to politely say no.

    When to use it

    • Declining small requests
    • Saying no to casual invitations
    • Refusing minor tasks

    Example

    “Thank you for thinking of me, but I won’t be able to attend the meeting tomorrow.”

    Why it works

    It is simple, clear and friendly. However, it works best in less formal business situations.

  • Students studying together at a table
    What students wish they’d done earlier when planning to study in the USA
    By Abi Fordham
    Reading time: 2 minutes

    If you spend enough time reading student forums, Reddit threads or comment sections about studying in the USA, you begin to notice a pattern.

    There’s plenty of advice about what students should do next. But much less about what they wish they’d done earlier.

    Those reflections usually appear later in the process, after applications have been submitted or deadlines have passed. Often, they come with a sense of hindsight: “I wish I’d known this sooner.”

    For students still early in the process, planning ahead can make everything feel far more manageable – and these tips are here to help.

    Starting earlier helps more than you think

    One of the most common reflections from students is that they waited until something felt urgent.

    Until a deadline appeared. Until a university responded. Until friends started applying.

    By that point, the process often felt rushed and stressful.

    Students who started earlier didn’t necessarily have everything figured out. In many cases, they simply gave themselves more time to think clearly, explore options and make decisions without pressure.

    Starting early doesn’t mean completing everything immediately. It simply means beginning before the process becomes overwhelming.

    Many students don’t realize how much flexibility they have

    Many students assume there is only one way to complete each step of the study abroad process. One test format. One timeline. One fixed path.

    In reality, there are now more flexible options available to students applying to universities in the USA.

    For example, some English language tests can now be taken from home, making it easier for students to fit preparation and testing around school, work or other commitments. This can reduce travel time, scheduling difficulties and unnecessary stress earlier in the application journey.

    Having more flexibility often helps students feel more in control of the process overall.

    Comparing timelines usually creates more stress

    This is something that comes up constantly in student discussions online.

    One student already has an offer. Another has booked their English test. Someone else is still deciding where to apply.

    It’s easy to feel behind, even when you’re not.

    What many students realize later is that study abroad timelines are rarely comparable. Different universities, application requirements, intake dates and personal circumstances all affect how long the process takes.

    The students who felt most confident were usually the ones focused on their own next step rather than someone else’s progress.

    Small steps create momentum

    Another common theme in student reflections is the importance of momentum.

    Not huge achievements. Just consistent progress.

    Researching universities. Booking a test. Submitting one document. Sending one email.

    Small actions help the process feel more realistic and manageable. Over time, they build confidence and make studying abroad feel achievable rather than distant.

    Confidence often comes later than expected

    Many students spend the early stages of the process questioning themselves.

    Am I choosing the right university?
    Am I applying at the right time?
    Am I making the right decisions?

    Later, many reflect that they were more prepared than they initially believed.

    The process itself teaches students how to make decisions, adapt to uncertainty and move forward even without having every answer immediately.

    Waiting until you feel completely ready can sometimes unnecessarily delay progress.

    Final thoughts

    Planning to study in the USA is a major decision, and it’s normal for the process to feel uncertain at times. But many students later realise that starting earlier, staying focused on manageable steps and avoiding unnecessary comparison made the experience much easier.

    You do not need to have everything figured out straight away. Often, the most helpful thing is simply beginning.