STEM (Science, Technology, Engineering and Mathematics) education is currently a very popular topic, with many educators and schools are attempting to jump on the bandwagon.
There are some misunderstandings regarding STEM, as there are currently not universal standards or specific curriculum. Many schools will offer their traditional science and mathematics courses, throw in some technology, offer a robotics or engineering class and profess to be providing STEM education.
Ideally, STEM education should be constructivist / inquiry based, and integrated when feasible. Integration should not be forced, but allowed to flow where natural overlaps occur. “An essential feature of integrative STEM activities should be that they support the individual disciplines addressed with integrity—using content from grade- appropriate standards that is taught in ways that support pedagogical recommendations from the disciplines†(NCSM and NCTM joint position statement on STEM). In a true STEM school, even Language Arts and Social Studies will have a STEM related flavor while still meeting their own curricular standards. Mathematics instruction can be structured around real-world applications to functions and concepts. Examples could include a technical writing unit in English Language Arts, use of Science fiction in literature. Social Studies could include impact of inventions such as electric lighting and the airplane. Many STEM schools are gravitating towards PBL (Problem or sometimes Project Based Learning) instructional strategies. Technology integration should be strategic and seamlessly blended into instruction. Robotics and coding opportunities can provide rich experiences and can enhance problem solving and higher order thinking skills. Computer Science is a critical need, and many projects are being developed to expand opportunities. Engineering can be integrated, but many are utilizing commercial engineering curricula such as Project Lead the Way.
Teachers should not be expected to check off every “letter†of STEM daily, but strive to provide rich thought provoking experiences. Teachers must be provided resources, opportunities for professional growth and time to be prepared for quality STEM instruction.
“In an ever-changing, increasingly complex world, it’s more important than ever that our nation’s youth are prepared to bring knowledge and skills to solve problems, make sense of information, and know how to gather and evaluate evidence to make decisions. If we want a nation where our future leaders, neighbors, and workers can understand and solve some of the complex challenges of today and tomorrow, and to meet the demands of the dynamic and evolving workforce, building students’ skills, content knowledge, and literacy in STEM fields is essential. We must also make sure that, no matter where children live, they have access to quality learning environments. A child’s zip code should not determine their STEM literacy and educational options.†(US Department of Education)
https://www.ed.gov/stem#background
https://www.nsta.org/nstas-official-positions/stem-education-teaching-and-learning
http://www.stemedcoalition.org
