10 discussion point in the education field in recent years. There are different views on what exactly STEAM stands for. We can come across the view, which sees A in STEAM as school subject ART, another view takes A for all forms of art and craft and the broadest of them all takes A as arts, meaning humanities in general (Piila et al., 2021). By implementing STEAM approach in lesson plans several components are grouped together. From the OTA point of view, we use the STEAM approach to add art components in a company of Mathematics, Physics and Chemistry in a formal education environment. To achieve a high level of variety in that manner, elements from informal environments, such as galleries and science centres, are taken in consideration. Art is an entry point to science since it increases the value of science and makes it more effective. In the research article Hands-On Math and Art Exhibition Promoting Science Attitudes and Educational Plans, written by Helena Thuneberg, Hannu Salmi and Kristof Fenyvesi, we can read about benefits of using STEAM approach in education. They are highlighting the imagination, which allows pupils to see things in different ways. Imagination is supposed to be enhanced by art, artistic expressions and making art itself. The aesthetic part of art creates an emotional reaction in this is likely to support also cognitive part of learning. The possible negative experiences and feelings, which can occur during learning, can be eased with providing pupils with that kind of experiences (Thuneberg et al., 2017). Enhancing pupils’ imagination is extremely important not exclusively for pupils who tend to appear more artistic or crafty. It is important also for those who are about to pursue their careers in other sectors. For scientists to be creative, for entrepreneurs to be innovative, etc., STEAM approach is used in education to increase pupils' motivation regarding science subjects. The interdisciplinary manner is supposed to enhance pupils' abilities for problem solving. For pupils' motivation and engaging in problem solving situations the concept of lessons should be formed as a problem, they really feel, could affect them. This is relevant for the success of the STEAM-approach. Familiarity with the situations increases pupils’ motivation, thus improving the ability to find solutions to the presented problem (Piila et al., 2021). Abstract issues in scientific subjects, especially mathematics, should find a way to become more concrete. Art is a way to provide such concretization as it is a visual form, thus more concrete or at least it appears so. “As the creative element and aesthetic component are the inherent core of art, combining art with maths learning offers an additional dimension for concretizing maths concepts ...” (Thuneberg et al., 2017, p. 2).
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