Introduction to STEM Education

Chesky, Nataly; Wolfmeyer, Mark

doi:10.1057/9781137535467_1

Cited by 5 publications

(5 citation statements)

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“…STEM education is an innovative approach to education [5,6] and features extensively within the global landscape of educational policy and reforms. STEM education represents a multidisciplinary approach that combines the four disciplines of science, technology, engineering and mathematics [7]. This approach not only addresses the aims of policy reforms, such as ensuring competency in mathematics and science, but it also emphasises that it is no longer sufficient for modern citizens to understand science and mathematics; their knowledge must be integrated with technology and engineering [7].…”

Section: Of 16mentioning

confidence: 99%

“…STEM education represents a multidisciplinary approach that combines the four disciplines of science, technology, engineering and mathematics [7]. This approach not only addresses the aims of policy reforms, such as ensuring competency in mathematics and science, but it also emphasises that it is no longer sufficient for modern citizens to understand science and mathematics; their knowledge must be integrated with technology and engineering [7]. STEM education uses a "learner-centred" approach to develop learners' self-direction, problem solving, collaboration and project management [8].…”

Section: Of 16mentioning

confidence: 99%

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STEM Education in Secondary Schools: Teachers’ Perspective towards Sustainable Development

Nguyen

Tran

2020

Sustainability

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Young people are the future of society and agents for social change, and so it is crucial to provide education that not only equips them with knowledge and skills but also changes their attitudes and behavior towards sustainable development. This study provides a review on how pedagogical approaches in science, technology, engineering, and mathematics (STEM) education can be deployed to teach concepts of sustainability. It also shows how secondary school teachers perceived STEM education and how they applied integrated STEM disciplines in designing projects to address development issues in Vietnam. Seventy-seven STEM teaching projects of teachers across the country were analysed, and interviews were conducted with 635 teachers who participated in the STEM program. Teachers valued STEM education and were willing to apply constructivist pedagogical methods to help solve the real-world problems. It is hoped that an integrated STEM approach can transform education into an innovative and inclusive education for social equity and sustainable development.

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Section: Of 16mentioning

confidence: 99%

Section: Of 16mentioning

confidence: 99%

STEM Education in Secondary Schools: Teachers’ Perspective towards Sustainable Development

Nguyen

Tran

2020

Sustainability

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“…The acronym STEM was coined by the National Science Foundation (NSF) in the United States in the 1990s to refer to and justify many educational policies focused on the development of professionals in the areas of Science, Technology, Engineering, and Mathematics [32][33][34]. First, the central rationality behind STEM was qualifying professionals considered essential to national competitiveness, considering economic and warlike development [33]. Afterwards, educational practitioners and researchers resignified STEM into a pedagogy of interdisciplinarity between the knowledge areas that comprise the acronym.…”

Section: Stem/steam Educationmentioning

confidence: 99%

STEM/STEAM in Early Childhood Education for Sustainability (ECEfS): A Systematic Review

Rodrigues-Silva

Pastells

2023

Sustainability

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We sought to explore the intersection between interdisciplinary STEM/STEAM educational approaches and Early Childhood Education for Sustainability (ECEfS). For that, we conducted a systematic review of Web of Science, Scopus, ERIC, and Scielo databases from 2007 to 2022 following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) commandments. The systematic search led to a list of 12 articles, and we analysed them through theoretical orientations, educational perspectives, and pictures of children’s nature. We found that most studies focus on sustainability’s environmental pillar and address the discipline of science more frequently. Additionally, the authors tend to assume a theoretical orientation on the need for connecting children to a sustainable issue and picture the Apollonian child—assuming children are essentially good and emerge with virtuous traits from this contact, such as environmental care. Accordingly, researchers usually propose experiential learning in environments or settings related to sustainability, while there is a lack of teaching STEM/STEAM knowledge and skills on sustainability or engaging children to act for sustainability. We verified that they frequently lose opportunities to explicitly discern STEM/STEAM knowledge areas and their intersections in moments that could benefit children’s learning.

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“…Figure 1 presents events culminating in STEM and, subsequently, in STEAM education. Early as 1940, for example, the engineer Vannevar Bush addressed official letters to the USA president Eisenhower emphasising the urgency of creating educational structures to prepare future scientists foreseeing the prosperity of that country (CHESKY; WOLFMEYER, 2015).…”

Section: Steam Education Historymentioning

confidence: 99%

“…Following this, the United States of America (USA) forged the acronym STEM in the 90s, referring to the integration of science, technology, engineering, and mathematics. Alternatively, STEAM emerged, considering science, technology, engineering, arts/humanities, and mathematics (CHESKY; WOLFMEYER, 2015).…”

Section: Introductionmentioning

confidence: 99%

Conceptualising and framing STEAM education: what is (and what is not) this educational approach?

Rodrigues-Silva,

Alsina

2023

Texto livre

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STEAM is a recent educational approach intending the interdisciplinary teaching of science, technology, engineering, arts/humanities, and mathematics. The literature reports conceptual confusion that frequently diverts STEAM practice and research to issues concerning particular activities or contexts. Therefore, we carried out a narrative review of articles indexed in the Web of Science (WoS) to elucidate STEAM education’s history, epistemology, and divergences. As a strategy, we first focused on documents that could offer a panoramic view of the object of study – literature reviews and articles about STEAM frameworks. Through them, we identified essential discussion points and further expanded the review. As a result, we articulated rationalities about why STEAM is not a mere evolution of STEM, a teaching methodology, or just a synonym for interdisciplinarity. Furthermore, we discussed the appropriateness of interdisciplinarity in STEAM – since it is strongly supported by the disciplines and their intersections – instead of pursuing transdisciplinarity, meaning knowledge remains undefined in a holistic whole. We differentiated STEAM disciplines (list of the five knowledge areas), STEAM activities (interdisciplinary teaching unity of at least two STEAM disciplines), and STEAM education (educational approach of interdisciplinarity between all five disciplines). Finally, we defined and proposed a framework for STEAM in a table format that stresses two necessary and sufficient conditions – interdisciplinarity and the five acronym areas. The framework permits envisioning the plurality of teaching methodologies and educational objectives consistent with STEAM.

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Introduction to STEM Education

Cited by 5 publications

References 0 publications

STEM Education in Secondary Schools: Teachers’ Perspective towards Sustainable Development

STEM Education in Secondary Schools: Teachers’ Perspective towards Sustainable Development

STEM/STEAM in Early Childhood Education for Sustainability (ECEfS): A Systematic Review

Conceptualising and framing STEAM education: what is (and what is not) this educational approach?

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