- Title
- STEM: Design, Implement and Evaluate
- Creator
- Trevallion, Deborah; Trevallion, Talysa
- Relation
- International Journal of Innovation, Creativity and Change Vol. 14, Issue 8, p. 1-29
- Relation
- https://www.ijicc.net/index.php/volume-14-2020/211-vol-14-iss-8
- Publisher
- Primrose Hall Publishing Group
- Resource Type
- journal article
- Date
- 2020
- Description
- This paper explains the importance of STEM education. It describes the STEM variations being offered - STEAM, STEMM and D-STEM - and evaluates their role in the STEM curriculum in secondary education. The research methodology involved an action research project where the newly-created STEM process was implemented in secondary schools with classes from the key learning areas of science, technology, engineering and mathematics. Each student experienced the STEM process twice with a range of different problems to solve. Both teachers and students kept reflective journals and a purposeful sample were interviewed about their reflections on experiences, problem-based learning (PBL) and assessment of their STEM process and solution. The practicalities of implementing various STEM programs in secondary schools are discussed and the paper then goes on to seek coherency through a conceptual framework for integrating STEM education in schools. This paper suggests that the STEM process helps students solve problems throughout their life. It includes: 1. STEM skills, 2. Ideation and investigation, 3. Research, 4. Communicate, 5. Prototyping, 6. Evaluate, and 7. Manufacturing the final solution. A discussion ensues that explains how secondary students learn best in a STEM environment. This constructivist method of learning allows students to work in teams to solve problems, foster the development of skills such as self-initiative, cooperation, and learn to take a critical viewpoint. STEM students learn beyond technical knowledge, integrating project and problem-solving learning with an appreciation of the interplay between theory and practice. Suggestions for assessment of STEM learning are included. The future for STEM education is challenging and exciting for both students and their teachers. The introduction of STEM in schools has resulted in an increase in student engagement in STEM subjects and teachers are seeing the benefits of implementing a STEM curriculum that is applicable and relevant to students. STEM education enhances a student's learning experience through tapphelication of general principles and practices. When incorporated it will inspire creativity, inquisitive thinking, and teamwork.
- Subject
- integrated STEM framework; STEM pedagogies; STEM education; STEM assessment; STEAM; DSTEAM; problem based learning
- Identifier
- http://hdl.handle.net/1959.13/1438467
- Identifier
- uon:40618
- Identifier
- ISSN:2201-1323
- Language
- eng
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