Creating a STEM environment.

Nurturing a holistic view of science requires careful consideration of the interconnected nature of science, technology, engineering, and mathematics (Ejiwale, 2012; Kelley & Knowles, 2016; Stehle, 2019). Integrating aspects of these four disciplines in student learning encourages mental flexibility and deepens knowledge. This flexibility and deep understanding are critical to thriving in a rapidly evolving global society.

To effectively teach students using integrated STEM concepts, an educator must first recognize the need for a “paradigm shift” from a traditional direct-instruction “teacher” to a “facilitator” role that guides students through challenges (Ejiwale, 2012; Kelley & Knowles, 2016). Next, a STEM educator needs to have deep knowledge of STEM concepts to address a wide variety of impromptu questions. Therefore, thorough preparation of course materials, course expectations, and environmental design is required so the educator can focus on the tasks at hand.

Stehle (2019) states that STEM activities should emphasize “real-world, problem-based learning.” Activities should pull from a bucket of skills typically “taught separately in each discipline.” Stehle, Ejiwale, and Kelley & Knowles agree that engineering design principles are what connect the skills and thought processes across disciplines.

With sufficient preparation, an educator promotes “an enabling learning environment for learners” (Ejiwale, 2012). Kelley & Knowles (2016) describe this learning environment as a “community of practice.”

Goals and challenges of STEM education, and some personal thoughts.

Students are more interested in science and math topics when learning concepts alongside real-world applications (Kelley & Knowles, 2016). By combining the four disciplines, students can make connections and deepen their understanding of the world around them, leading to increased interest in science-related careers (Ejiwale, 2012; Kelley & Knowles, 2016; Stehle, 2019).

This can be challenging, however, because students must have a base of conceptual understanding from each discipline before they can make connections between them (Kelley & Knowles, 2016). Therefore, educators must scaffold STEM learning and inquiry sufficiently to make this integrated approach accessible. Another barrier to an integrated STEM education is that educators “often feel underprepared because they are lacking authentic scientific research and inquiry experiences themselves” (Kelley & Knowles, 2016).

When I think about my educational experience, it was fairly traditional. Labs were more an assessment of a student’s ability to read and follow directions than an opportunity to ask questions, form hypotheses, and determine methods to test them. The recent practices I have observed perpetuate this rigid understanding of experimentation. A question posed as “Why do you think X happened?” has a right and a wrong answer, and if the student provides incorrect reasoning, they are docked marks. Emphasis is not placed on the thinking process, but rather on another form of regurgitation. I wonder how this problem could be addressed through practical STEM applications.

Teachers as economic vehicles.

Each article carries a theme that educators should strive to “produce citizens who are productive” (Ejiwale, 2012). Problems posed to students should include a business element so future employees have the skills employers need. I often feel conflicted about my job as an educator, which seems to primarily serve to produce citizens in the interests of capital. Or, as Kelley & Knowles (2016) frequently allude to on pages 1 & 2: to maintain American economic dominance. Perhaps an economic argument is required to gain funding from government programs.

Works Cited

Ejiwale, J. A. (2012). Facilitating Teaching and Learning Across STEM Fields. Journal of STEM Education, 13(3), 87–94.

Kelley, T. R., & Knowles, J. G. (2016). A conceptual framework for integrated STEM education. International Journal of STEM Education, 3(1). https://doi.org/10.1186/s40594-016-0046-z

Stehle, S. M., & Peters-Burton, E. E. (2019). Developing student 21st Century skills in selected exemplary inclusive STEM high schools. International Journal of STEM Education, 6(1). https://doi.org/10.1186/s40594-019-0192-1