STEM takes aim at problem-solving outside the classroom
Print Edition
It would seem that STEM is the education world’s new favorite buzzword. You hear it in the staff room, you hear it in the corridor and it is filtering into conference rooms all around the world. So, what is all the fuss about?
Science, Technology, Engineering and Maths (STEM) is about understanding the world and seeing it in a more intelligent and informed way. Essentially, it is problem solving.
Over the past decade, schools, universities, governments and industries have all identified the need for more students to pursue STEM subjects into higher education. An increasing number of schools strive to promote its importance as it is thought to enhance the curriculum for a number of reasons. While providing students with the tools to pursue a career in the STEM subjects, it also helps develop higher order thinking skills, such as evaluation and reflection.
In my classroom, I often use the TASC (thinking actively in a social context) framework to support STEM projects, as it helps to increase ownership of learning, as well as develop cross-curricular problem- solving. It motivates and encourages active learning and I have noticed a positive change in students’ confidence and independence by taking this approach.
In addition, the STEM subjects are important in their own right. It is standard to see mathematics time-tabled in a student’s diary, or a parent being given feedback on their child’s progress in science. However, the purpose of STEM projects is not about seeing them as separate subjects but rather as united entities. Educators allow children to make connections and to work on projects that explore life outside the classroom. Inevitably this creates a better understanding of the world around them.
This all sounds good, right? However the reality is that schools are busy places and for the successful implementation of STEM projects to have any impact there must be partnerships between teachers, lecturers and experts in the STEM fields.
I observe students all the time in my profession. They are more engaged and motivated when they have to solve problems relating to the world beyond the classroom. The future is in the hands of the students we teach. It is our responsibility as educators to equip them with the necessary tools to understand some of the issues that future generations will have to deal with, and they cannot do it alone.
A young child believes anything is possible. A young adult might continue to believe anything is possible with a heightened awareness of science, technology, engineering and mathematics.
- About Us
- |
- Terms of Use
- |
-
RSS - |
- Privacy Policy
- |
- Contact Us
- |
- Shanghai Call Center: 962288
- |
- Tip-off hotline: 52920043
- 沪ICP证：沪ICP备05050403号-1
- |
- 互联网新闻信息服务许可证：31120180004
- |
- 网络视听许可证：0909346
- |
- 广播电视节目制作许可证：沪字第354号
- |
- 增值电信业务经营许可证：沪B2-20120012
Copyright © 1999- Shanghai Daily. All rights reserved.Preferably viewed with Internet Explorer 8 or newer browsers.
