The research paper will evaluate the importance of teaching the four disciplines of STEM merged to promote interdisciplinary entities for students to be able to work cooperatively together, whilst collaborating and extending their knowledge and understanding of the various topics. Some schools use these subject disciplines independently in comparison to allowing teachers to use them as one multidisciplinary entity.
The importance of using the four disciplines together is underpinned in this research paper. Students need to realise their educational potential to grow and achieve the results they deserve. Through constant support from teachers guiding them along their educational journey, they will be able to reap the rewards and results. Students' achievement will improve drastically with the help and support of the staff at the International School in Thailand. Allowing them opportunities to share their opinions, and ideas, be creative and become innovators through the implementation of technology.
Abstract
The following research paper will evaluate the importance of teaching the four disciplines of STEM merged to promote interdisciplinary entities for students to be able to work cooperatively together, whilst collaborating and extending their knowledge and understanding of the various topics. Some schools use these subject disciplines independently in comparison to allowing teachers to use them as one multidisciplinary entity. The importance of using the four disciplines together is underpinned in this research paper. Students need to realise their educational potential to grow and achieve the results they deserve. Through constant support from teachers guiding them along their educational journey, they will be able to reap the rewards and results. Students' achievement will improve drastically with the help and support of the staff at the International School in Thailand. Allowing them opportunities to share their opinions, and ideas, be creative and become innovators through the implementation of technology.
Several researchers have explored this phenomenon and concluded that it would be beneficial to teach our four disciplines together for students to reach their maximum potential. It can be concluded that through recommendations from research conducted previously that it is important to allow teachers to use the four disciplines of Science, Technology, Engineering and Mathematics together as one multidisciplinary entity to promote creativity and critical thinking amongst secondary school students.
Keywords: Innovation, Multidisciplinary, STEM
Introduction
Without the use of technology in most Secondary schools, students will suffer due to not having enough computer literacy to enable them to conclude research, finish off assignments, explore different areas of research and develop new things using these skills to enhance their learning and understanding of STEM. It is important to have support staff who knows how to cater for these students' educational needs and prepare them for the following step in their educational journey, university, college, etc. For teachers to have an understanding of how to promote STEM as one multidisciplinary entity is important to promote amongst staff and to get them enthusiastic and involved to promote engagement among students in Secondary School.
Previous research conducted exploring the four disciplines together to promote STEM
Not everyone understands the value and benefits of using STEM in secondary school and what advantages it brings with to allow students to think creatively, accept accountability for their actions, be proactive in their learning and become innovators by creating new engineered products through inventing new materials available to outsources and share with the rest of the world. Science is an interesting subject working collaboratively in four disciplines where one has the opportunity to reach one's potential academically and educationally. Science, Technology, Engineering and Mathematics can allow students to be highly engaged and invent new products. The previous research of Mpofu (2020) confirms that:
There are four main conclusions drawn from the discussion in this chapter. First, the starting point to realise the endeavours of STEM education is for nations to clearly define their theoretical framework. The chapter suggests a STEME (Science, Technology, Engineering and Mathematics Education) integration framework as a starting point for better understanding and operationalizing STEM education. It orders a variety of STEM integration approaches from level lowest level to highest level 5 (Mpofu, 2020, para. 1).
Understanding how stems work and how it promotes the following as outlined by Morrison (2006):
- Become problem solvers and able to make decisions using their knowledge and understanding of that particular topic
- Are true innovators creating new material availableto share with everyone
- Become inventors who create new products which they share their designs and ideas with the areas of the world
- Are completely self-reliant who set their own agendas etc.
- Are highly logical thinkers, who can comprehend what they want exactly to achieve overall
- They are mostly technological literate and advanced in their skillset and able to use a variety of platforms of applications and programs, and
- Can implement STEM and represent their culture, and history to their education (Morrison, 2009, pp. 2-3).
Through promoting these four disciplines students can engage with each other, share their opinions, work collaboratively together to achieve their goals, and create using their critical thinking skills as outlined by IBO (2018). They also envisage the IB philosophy of understanding the learner profiles by becoming "risk-takers", being "principled", understanding to be "caring" and promoting International Mindedness by being "reflective" people about their design and implementation and being a true innovator by creating a variety of things that can be used worldwide.
Understanding their educational needs and supporting them further is imperative for teaching and running these courses within the schools. Having a good understanding of using Science, Technology, Engineering and Mathematics and how it all works cohesively together is important. Thinking about their design and actions taken whilst inventing their product is one of the first steps in the process of design mixed with innovation. Park et al. (2020) reiterate the importance of multi-disciplines of having all four working together to achieve these goals. They made the following statement that:
Understanding the nature of science (NOS) has emerged as a core curricular goal since at least the 1960s. While science education reforms around the world have shed light on various epistemic and social underpinnings of science, how science curriculum documents portray the nature of other related disciplines such as mathematics and engineering has drawn little attention. Such lack of attention is surprising, given the growing interest among educators in the integrated approach to science, technology, engineering and mathematics (STEM) education and the frequent emphasis on STEM in recent curriculum policy (para. 1).
Reflecting on the following statement that teachers are highly in favour of the four disciplines being presented together as one instead of separate entities promote multidisciplinary entities being promoted in most Secondary International Schools. Students have the opportunity to explore their interest in a particular subject and use all four disciplines cohesively together to achieve their ultimate goal of engineering something phenomenal and interesting to others to be shared etc. The IB ideology and curriculum promotes students to think creatively using their various Approaches to Teaching and Learning (ATL) Skills as outlined by IBO (n.d.), to think about their social, self-management, communication, research, and thinking skills to be used to emphasise the importance of STEM.
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- Mario Maxwell Müller (Autor), 2022, Teaching the four disciplines of STEM in a Secondary School, Múnich, GRIN Verlag, https://www.grin.com/document/1285214
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