Pondering STEM

As an educator involved in science instruction for more than two decades, the value of STEM as a focus in interdisciplinary or transdisciplinary instruction is important. School administrators and school boards easily understand that STEM is a means to engage and attract the best and brightest students. Many educators understand what goes into STEM and what you need for it, but the process of implementing a STEM curriculum within the classroom is elusive on the best of days.  There is a dilemma for all educators and learners when crafting a response to the question, “What does STEM look like in the classroom?”  The common response is that STEM is simply any configuration of the disciplines with little regard for the outcome of the lesson. In other words, anything can be called STEM as long as it incorporates one, some, or all of the four disciplines commonly associated with STEM: Science, Technology, Engineering, and Mathematics.

While the concept of STEM sounds wonderful at a philosophical level, applying such a vague notion becomes problematic when paired with the expectations of targeted and rigorous quality instruction. Building a race car is a great way for students to learn problem-solving skills, but without a scientific phenomenon, it is just a fun project. 

Many articles have described STEM as a solution to problem-solving or a way to help students become better problem-solvers. For example, many references have been made to problem- or project-based learning. While these types of instructional methods are often the focus, most articles focus on the integration of the components of STEM with little regard for HOW the instruction must occur. 

It is here the work begins with re-envisioning STEM. When the topic of STEM comes up in conversations with colleagues, it is important to anchor the thinking that STEM is a process, not a thing.  



Adapted with permission from: Huling, M.D. & Speake Dwyer, J.H. (2018). Designing meaningful STEM lessons. Arlington, Virginia: National Science Teachers Association: NSTA Press.

Comments

Post a Comment

Popular posts from this blog

Encouraging Curiosity: How Inquiry-Based Learning Drives STEM Success

Published on 10/07/2024 on  https://web.prismswebdesign.com/speake/blogs/  Full article  here . The foundation of scientific creativity and discovery is curiosity. It is what motivates people to investigate, enquire, and look for solutions. To develop the next generation of scientists, engineers, and problem solvers, curiosity-building is essential in the context of education, especially in STEM (Science, Technology, Engineering, and Mathematics) fields. By utilizing this innate curiosity, inquiry-based learning empowers students to take ownership of their education and engage with their surroundings. We'll look at the advantages of inquiry-based learning in STEM education in this blog, along with some tips for fostering curiosity in the classroom. The Benefits of Inquiry-Based Learning in STEM Inquiry-based learning shifts the focus from teacher-led instruction to student-driven exploration. This approach has several significant benefits in the STEM classroom: Promotes Deepe
Read more

My first blog! Welcome to Pittsburgh!

My first blog!!!! Welcome to Pittsburgh! Let stream of consciousness prevail! From Florida to Pennsylvania Long story short... I fell in love, got married, and moved to Pittsburgh to be with my new husband who had just started a new and career-changing job in western PA. We moved over the Thanksgiving weekend - just before the end of eight months of Florida summer and the beginning of Pittsburgh winter.  Now don't get me wrong... I grew up in Maryland and the family went skiing every winter so I have experienced cold weather - sleet, snow, freezing rain - it is the reason I relocated to Florida after I graduated from UMCP (go Terrapins!). But I can tell you, after 20+ years in south Florida where sticking to your car seat and sweating in areas that cannot possibly have sweat glands, you forget how cold really feels. And I am not talking about the three weeks in south Florida (almost ten weeks in Tallahassee - I lived there for a couple of years) where it gets "c
Read more

Protecting Student Data

Actually, this is my first official blog article and it was based on the research I did for an interview I had through Learning Sciences International (LSI) for for an EdWeek article:   http://blog.learningsciences.com/2018/05/30/ protecting-student-data / .  Protecting Student Data in the Age of Cambridge Analytica Recently I was asked the following question, “How do districts ensure student data and information is protected?” This question was precipitated by the recent disclosure Cambridge Analytica ’s use of Facebook data. If you have unsubscribed from the news (personally, I unsubscribe for days at a time for a brief respite from reality), the New York Times article, “ Facebook and Cambridge Analytica: What You Need to Know ,” should bring you up to speed. As I thought about the question, I realized my answer would require some research. I have worked at the school district level for 15 years (state level for two years) and have taken for granted that the tech peopl
Read more