What is STEM Education?
We now are in the STEM generation. STEM specifically refers to science, technology, engineering, and mathematic, a term coined in 2001 by Judith Ramaley as the assistant director of the Education and Human Resources Directorate at the National Science Foundation. STEM now has a broader meaning, and includes agriculture, environment, economics, education, and medicine (Zollman, 2011).
There is a general consensus that everyone needs to be STEM literate, but there is a difference between literacy and being literate. STEM literacy should not be viewed as a content area but as a shifting, deictic means (composed of skills, abilities, factual knowledge, procedures, concepts, and metacognitive capacities) to gain further learning.
Currently, there is not an agreement of the particulars in education, or in standards, by professional organizations that define STEM literacy. Most definitions do cover the societal and the economic needs but overlook the personal needs. Zullman (2012) provided a background of literacy definitions in the four STEM strands, and presents a description of STEM literacy based upon three domains of learning: (1) cognitive, (2) affective, and (3) psychomotor from educational learning theory. This paper stresses the need to evolve from learning for STEM literacy to using STEM literacy for learning to satisfy our societal, economic, and personal needs.
The fields of Science, Technology, Mathematics, and Engineering are represented by the acronym STEM. It is a very popular acronym used broadly, but it still lacks a clear definition or consensus among educators. It is a concept that had its origins in the 1990s at the National Science Foundation (NSF) in the U.S.A. and today the term is used as a generic label for any event, policy, program, or practice that involves one or several of the STEM disciplines (Reeve, 2013).
STEM is a term that has been adopted by government, educators, business, community, and industry leaders to communicate an urgent need for educating students and preparing them to be college and workforce ready. It is also a “slogan” that the education community has embraced without really taking the time to clarify what the term might mean when applied beyond a general label. In the U.S., the term is often interpreted to mean science or math and seldom does it refer to technology or engineering (Bybee, 2010).
Because STEM education is really new for education societies. This term have been defined in several dimensions and also in different purposes. However, in Thailand, STEM Education (Science, Technology, Engineering and Mathematics Education) is defined by IPST as an approach that integrates science, engineering, technology and mathematics. By focusing on the knowledge to solve real-life problems including the development of new processes or products that benefit to the human's life and work. STEM education can help to promoting learning through activities or projects that are aimed at resolving the problems that they see in real life. In order to experience the creative life skills and lead to innovation on activities or projects that student can perform on task that requires knowledge and skills in science, mathematics and technology in the manufacturing and services that essential to the future of the country, such as agriculture, industry, energy, environmental management, health services, transport and logistics. However, the activities or projects are not limited to the learning of mathematics, science and technology only. But they can be applied to other subjects such as Languages, Arts, and other disciplines as well (Reeve, 2013).
Before discussing further about STEM education, it is helpful to review each discipline and its role in STEM. The following provides a review of each STEM discipline and its role in education.
When we are talking about STEM, we need to clarify about STEM literacy is a relatively new idea that has not been well defined in literature or practice, although significant work has gone into elaborating aspects of literacy in the individual STEM disciplines (e.g., AAAS 1990; ITEEA 1996; NRC 1989). From these efforts it is possible to infer that STEM literacy might include some combination of 1) awareness of the roles of science, technology, engineering, and mathematics in modern society, 2) familiarity with at least some of the fundamental concepts from each area, and 3) a basic level of application fluency including the ability to critically evaluate the science or engineering content in a news report, conduct basic troubleshooting of common technologies, and perform basic mathematical operations relevant to daily life. There is no universal definition for STEM literacy. However, I can consider them one by one to see sharing ideas (Bybee, 2010).
Science literacy: According to the National Science Education Standards (NRC, 1996) and the Organization for Economic Cooperation and Development (2003), scientific literacy is the knowledge and understanding of scientific concepts and processes required for personal decision making, participation in civic and cultural affairs, and economic productivity. It includes the ability to use scientific knowledge (in physics, chemistry, biological sciences, and earth/space sciences) and processes to understand, and additionally, to participate in decisions that affect science in life and health, earth and environment, and technology (OECD, 2003).
Science literacy: According to the National Science Education Standards (NRC, 1996) and the Organization for Economic Cooperation and Development (2003), scientific literacy is the knowledge and understanding of scientific concepts and processes required for personal decision making, participation in civic and cultural affairs, and economic productivity. It includes the ability to use scientific knowledge (in physics, chemistry, biological sciences, and earth/space sciences) and processes to understand, and additionally, to participate in decisions that affect science in life and health, earth and environment, and technology (OECD, 2003).
Technology literacy: The National Assessment of Education Progress is developing assessments for technology and engineering proficiency. They define technological literacy as the capacity to use, understand, and evaluate technology, as well as to understand technological principles and strategies needed to develop solutions and achieve goals (NAGB, 2010). The International Society for Technology in Education further includes the ability to demonstrate creativity and innovation, communicate and collaborate, conduct research and use information, think critically, solve problems, make decisions, and use technology effectively and productively (ISTE, 2000). Moreover, the International Technology Education Association, includes the ability to understand, in increasing sophistication over time, how technology is created, and how it shapes society, and additionally, is shaped by society (ITEA, 2007).
Engineering literacy: The Organization for Economic Cooperation and Development describes engineering literacy as the understanding of how technologies are developed via the engineering design process. This incorporates the ability to systematically and creatively apply scientific and mathematical principles to practical ends, such as the design, manufacture, and operation of efficient and economical structures, machines, processes, and systems (OECD, 2003). The Accreditation Board for Engineering and Technology includes knowledge of the mathematical and natural sciences gained by study, experience, and practices that are applied to develop ways to utilize economically the materials and forces of nature for the benefit of mankind (ABET, 2010).
Mathematical literacy: which is defined in the Program for International Student Assessment (PISA) as the capacity to identify, understand, and engage in mathematics. PISA includes the ability to make well-founded judgments about the role that mathematics plays in an individual’s private life, occupational life, and social life, as well as life as a constructive, concerned, and reflective citizen (OECD, 2006). The National Council of Teachers of Mathematics defines mathematical literacy (also called numeracy) as the ability to read, listen, think creatively, and communicate about problem situations, mathematical representations, and solutions to develop and deepen understanding of mathematics (NCMSTC, 2000).
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