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| Version | Summary | Created by | Modification | Content Size | Created at | Operation |
|---|---|---|---|---|---|---|
| 1 | Premnadh Madhava Kurup | + 3333 word(s) | 3333 | 2021-11-11 07:03:29 | | | |
| 2 | Nora Tang | Meta information modification | 3333 | 2021-11-15 06:41:53 | | | | |
| 3 | Nora Tang | -2318 word(s) | 1015 | 2022-04-13 11:20:49 | | |
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Science, Technology, Engineering, and Mathematics (STEM) is an approach and movement in innovative educational practices from the primary level internationally. This would provide a platform for an inquiry approach, creativity, and innovation in young children and formulate a path for changes in existing practices. The STEM approach is widely accepted as a key educational practice; however, it is dealt with as a combination of disciplines in actual teaching and learning practice. Coherence in this interdisciplinarity and integration has yet to be evolved as a practice in synthesising and designing instruction and could be harbinger for an effective design for future practice. Integrated and interdisciplinary STEM can only generate powerful knowledge to deal with issues that are affecting the planet and bring abiotic and biotic equilibrium. Interdisciplinary and integrated powerful knowledge (IIPK) can act as a roadmap for innovation that can bring changes in existing practices, produce informed citizens, build capacity for informed decisions, and generate sustainable living practices. Interdisciplinary and integrated STEM could lay foundations for IIPK and generate a mindset, approach, and practice. IIPK could lead to the formation of new paths for energy generation, transport, agricultural practices, medical treatment, and clean environment. Interdisciplinary and integrated STEM is not seen in actual practice anywhere nowadays. For coherence in curriculum, implications in instructions need reform and development by the governments across the world. That could lead to a new policy for interdisciplinary and integrated STEM.
References
- Fensham, P.J. Connoisseurs of Science: A Next Goal for Science Education? In The Future in Learning Science: What’s in it for the Learner? Springer: Dordrecht, The Netherlands, 2015; pp. 35–59.
- NGSS Lead States. Next Generation Science Standards: For States, by States; The National Academies Press: Washington, DC, USA, 2013.
- Rischard, D. High Noon: 20 Global Problems, 20 Years to Solve Them; Basic Books: New York, NY, USA, 2002.
- Prinsley, R.; Johnston, E. Transforming STEM Teaching in Australian Primary Schools: Everybody’s Business; Australian Government, Office of the Chief Scientist: Canberra, Australia, 2015.
- National Research Council. Identifying and Supporting Productive STEM Programs in Out-of-School Settings; The National Academies Press: Washington, DC, USA, 2015.