A Theoretical Framework for Implementing STEM Education

Abstract

Globally, strengthening Science, Technology, Engineering and Mathematics (STEM) education is recognized as embedding solutions to many societal problems like the depletion of natural resources and issues related to climate change. The recognition of STEM disciplines as economic drivers motivated the initiation of STEM education in both developed and developing nations. This is based on the thinking that an effective STEM education is a vehicle for developing in students the much desired twenty-first century competences. Yet, its operationalization has remained a great challenge in many nations. In most nations, educators lack a cohesive understanding of STEM education and are also deprived of an easy-to-understand STEM education framework that informs classroom practices. This chapter proposes a practical theoretical framework that nations may adopt and/or adapt for their STEM education to be successful.

Productive interaction: An effective approach to addressing inequity in STEM

“…Their STEM education is often disjointed, with little to no connection between each of the STEM components necessary for meaningful application in the real world. Arguably, effective and productive interaction as part of Pk‐12 instruction of STEM interweaves each subject component, thus demanding a classroom experience that moves the teacher and the student to “collaboratively construct new knowledge, skills, and beliefs” (Mpofu, 2019, p. 5). Regrettably, recent research shows that the disjointed and ineffective approaches to STEM, which isolate the different sectors represented in STEM and teach each subject as a separate discipline, remain problematic (Çapuk, 2015; Mpofu, 2019).…”

“…Arguably, effective and productive interaction as part of Pk‐12 instruction of STEM interweaves each subject component, thus demanding a classroom experience that moves the teacher and the student to “collaboratively construct new knowledge, skills, and beliefs” (Mpofu, 2019, p. 5). Regrettably, recent research shows that the disjointed and ineffective approaches to STEM, which isolate the different sectors represented in STEM and teach each subject as a separate discipline, remain problematic (Çapuk, 2015; Mpofu, 2019). This approach lacks the interrelated nature of all four subjects as they operate in the real world.…”

Penerapan Model Asesmen Problem Based Learning dengan Pendekatan STEM Guna Melatih Kemampuan Berpikir Tingkat Tinggi

“…STEM bukanlah model pembelajaran namun sebuah pendekatan yang merupakan integrasi dari 4 bidang yakni sains, teknologi, rekayasa dan matematika (Mpofu, 2019). STEM diterapkan dalam dunia Pendidikan dengan tujuan untuk menyiapkan peserta didik agar dapat bersaing dan siap bekerja sesuai bidangnya.…”

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“…So-called 21st century skills, like problem-solving ability, communication skills, creativity, critical thinking and collaboration are considered to be essential for successful participants in the society. All of these competencies are prerequisite students' further studies in STEM areas, their taking up of related careers and ventures into entrepreneurship and inventions [4]. STEM-centered learning provides a powerful direction for building those skills.…”