The S.T.E.M Model for Teaching STEM
So you know that STEM is the buzz word right now. You know you have to do it and you have to have it done by yesterday but do we know what we are doing with STEM? Do we have anything to guide us in the right direction except for political platitudes?
In Part One and Two of our Science blogs, we explored the need for a quality approach to science-based education and the need for teachers to take charge of STEM education. After all, we are the experts in our field. We know several benefits of STEM education include making students better problem solvers, innovators, inventors, better logical thinkers and more self-reliant and technologically literate individuals (Morrison 2006) and we know that research indicates the use of an integrated curriculum provides more stimulating experiences for the learner. (Furner & Kumar, 2007) Unfortunately, there is limited research that examines the prerequisite skills, knowledge bases and experience necessary for teachers to actually implement STEM successfully (Fykholm & Glasson, 205). Enter the s.t.e.m model for teaching STEM. Exactly what teachers need to get it right.
If teachers have all elements of the s.t.e.m model in place, the work you do on STEM will achieve the outcomes everyone is looking for. Having the right partnerships in place can dramatically improve the situation for teachers and students alike. New partnerships can” reduce barriers, increase access and open physics, mathematics and technology courses to non-traditional (average) students.” (Scarbrough, 1993) One such partnership open to schools is with professional educational tour providers. Research results “emphasize the powerful opportunity that international study experiences present to educators who wish to transcend traditional teaching pedagogies.” (Younes & Asay, 2010). The opportunities these tours provide to see real world STEM projects in action can have transformative effects for teachers and students alike. Outcomes reveal that such tours “have a powerful effect on participants… intentional and incidental learning occurs at both a conscious and unconscious level.” (Younes & Asay, 2010).
STEM is an important step for many schools. It makes sense to draw on researched models to plan your approach and turn to experts in the field to enhance the hard work you do everyday in the classroom. So what are you waiting for? Step out into a new world and support students and teachers to make learning a part of life.
