STEM Teaching: The Two Roads

 

Introduction

Interdisciplinary teaching is a pedagogy that integrates components of more than one subjects to investigate a problem or an issue, (Team XQ, 2021). To get a good grip of real-world challenges, this kind of an integrated model of teaching and learning is required. When we process real life problems using integrative thinking, we develop our own critical thinking skills. But we need to discuss if interdisciplinary teaching and learning is an efficient way for teachers.

STEM: Science, Technology, Engineering and Math

STEM stands for Science, Technology, Engineering and Math as an integrated body of knowledge. For example, if we need to build an underground shelter in our homes during war, then it needs an integrative knowledge whose concepts are drawn from STEM such as:

(a)    How big should the shelter be for the family?

(b)   What kind of soil is to be used?

(c)    What should be the design of the shelter?

(d)   What equipment is needed?

(e)    Can we design it using software and then build?

(f)    How much time do we have and need?

(g)   How many people do we need working for how many hours a day?

This kind of a problem from STEM education integrates Science, Technology, Engineering, and Mathematics and that helps students connect relevant skills in real-world applications in learning contexts (Brophy, Klein, Portsmor, & Rogers, 2008). That helps the students develop problem solving skills in the world that they would face as they move on from the school. In addition, since the STEM subjects are closely related to each other, these subjects' integration helps the students develop relevant knowledge, concepts, and skills (Tseng, Chang, Lou, & Chen, 2013). But the continued separation of the STEM disciplines in terms of how, when, and where they are taught continues to occur in many education set ups, for a number of organizational reasons (Herschbach, 2011). These could be teachers, parents, budgets, school timetable or the level of students enrolled in the school.

The teaching of Sciences, Technology, engineering, and mathematics has been separate in education so far. However, this is a very traditional way of teaching and learning and having these disciplines separate ignores the connection between them with real life problem solving. The knowledge gained is enormous but it is not necessary that it would be retrievable in real-life contexts where problems arise, such as building a shelter for a windswept village (Sanders,

2009).

The Blockers for STEM Integration

One of the main reasons for the continued separation of the disciplines comes from the fact that teachers come from different background disciplines as specialists. They are not taught in our own schools and colleges in an integrative manner. Each values his or her domain of knowledge as a separate area of knowledge with its own history and curriculum practices (Herschbach, 2011). They do acknowledge the conceptual links with the real-world links in various areas but struggle to integrate them into a cohesive curriculum based on applications. Integration requires starting from a project or problem-based thinking. (Herschbach, 2011) gives an example from baking that requires a range of skills drawn from across the STEM disciplines. Students are exposed to measurement, problem-solving, technology tools such as electric ovens, electric beaters, mixing machines, and a timer and finally working with others is a critical skill for life. One of the UoP courses for STEM in middle school also had us design a shelter to help a village during a stormy season. We pooled in our respective knowledge around the problem to be solved.

But there are many blockers:

(a)    Are our teachers taught in this way in their own schooling?

(b)   Do we have training for teachers to think in an integrative way?

(c)    If not, then how do we expect them to be able to learn and teach?

(d)   Would the schools invest in the training for STEM for the teachers?

These and many more questions need answers to be able to comment on the teaching of STEM as an integrative science or separate.

Conclusion

There is a school of thought that suggests merging the four disciplines of STEM and teaching it as an interdisciplinary entity. This offers greater opportunity for curricula that has quality for it includes critical thinking around real life problems. It also positively impacts creation of global citizens by helping the students to (a) focus on values by taking real world problems, (b) see connection of school education with real world, (c) be critical thinkers and challenge illogical thoughts and (d) have a community focus (Oxfam, n.d.).

On the other hand, we have teachers who have not been exposed to this way of thinking and hence may not be able to take the challenge to teach in an integrative fashion. School administrators may be handicapped due to attitude or finances to give such training. So, shall we abolish STEM? I hope not, for this way of learning, with design at the heart of it, prepares kids for many jobs in Science and Engineering to name a few.

The solutions are multifold and contains, (a) training the teachers to think in an integrative fashion, (b) involve parent community in training, (c) Have both streams run parallel – the four independent subjects and the integrative projects for the students and finally, (d) start STEM based projects as baby steps in the schools which can eventually lead to an integrative way of thinking in future.

References

Brophy, S., Klein, S., Portsmore, M., Rogers, C. (2008). Advancing engineering education in P-12 classrooms. Journal of Engineering Education, 97(3) 369-387.

Herschbach, D. R. (2011). The STEM initiative: Constraints and challenges. Journal of Stem Teacher Education, 48(1), 96-122.

Manual, B. (2014, February 11). What is STEM Education? Retrieved from Live Science website: https://www.livescience.com/43296-what-is-stem-education.html

Oxfam. (n.d.). What is global citizenship. https://www.oxfam.org.uk/education/who-we- are/what-is-global-citizenship/

Sanders, M. (2009). STEM, STEM education, STEM mania. Technology Teacher, 68(4), 20– 26.

Team XQ. (2021, September 12). A Guide for Interdisciplinary Teaching and Learning. Rethink Together. https://xqsuperschool.org/rethinktogether/interdisciplinary-teaching-and- learning/

Tseng K. H., Chan C. C., Lou S. J. & Chen W. P. (2013). Attitudes towards science, technology, engineering and mathematics (STEM) in a project-based learning (PjBL) environment. International Journal of Technology and Design Education, 23(1):87- 102. doi: 10.1007/s10798-011-9160-x

Yaşar, S., Baker, D., Robinson-Kurpius, S., Krause, S., & Roberts, C. (2006). Development of a survey to assess K-12 teachers' perceptions of engineers and familiarity with

teaching design, engineering, and technology. Journal of Engineering Education, 95(3), 205-216.