STEM Education

From the great space race of the sixties to education in a new Knowledge Society, countries have been continuously striving to become economically competitive in a world of rapid change. STEM education has, as a result, become more prevalent and popular across schools. Originally coined to drive higher academic results in the disciplines of Science, Mathematics, Engineering and Mathematics, STEM education has evolved and diversified over time. In fact, its enactment is so disparate that it is hard to clarify exactly what it is and how it can help our students in their learning journeys. Is making marshmallow and spaghetti towers really going to prepare our students for a post-industrial era?

A good dry spaghetti and marshmallow tower engages our students as much as constructing a toothbrush bristle bot, building a Lego marble maze, designing a toilet paper dress or perfecting an egg parachute. These are all cliché ‘activities’ passed off as STEM education around the globe. Often a once off lesson, that begins as quickly as it is over. Expensive, ‘one use’ resources have been destroyed and binned (even the “Trash to Treasure” glitzy dress uses newly purchased muffin cases and paper plates to avoid the stains). Of course, not before the fun is documented in photos, hashtagged STEM, and added to Pinterest for the next web surfing teacher to grab onto. So, as a well-intentioned teacher or school, what can help to transform spaghetti towers into the learning that fosters little Larry into becoming the designer of the first landmark on Mars?

My current research has allowed me to zoom in on STEM education and its merits in a 21st Century education system. With this analysis, I have discovered key elements that should be considered if you are to embark on or improve STEM education in your own schools. I will begin with just a few quick tips that will steer you in the right direction.

• Remember what the acronym stands for. STEM education should scream the very disciplines that form its spelling. Do not ignore the important concepts held in each discipline. Teach them. Dedicate sufficient time to their uncovering. Let the students experience them in a range of contexts. Then reflect with students on their growing depth of understanding. In the 21st Century, students need to be learning how to use knowledge in new and innovative ways, but this begins with a strong foundational knowledge in key learning areas such as Science, Technology, Mathematics and Engineering.
• Use authentic contexts from the real world that are relevant to your students. The 21st Century is full of complex problems, described by Rittel and Webber, as “wicked” problems. One purpose of STEM education is to expose students to such problems that are open-ended and challenging to solve, to build the skills required to do so when they leave school. They give students an opportunity to ‘act’ or ‘do’ with their knowledge in a way that is meaningful and purposeful. Be careful not to lay the world’s problems on the shoulders of our young too strongly. Keep the problems in perspective. It is one thing to construct a community fruit stand and grow produce to share, but quite another to solve world hunger. Our youngest learners may still be working out how they can stop the wastage of food in their own homes.

• Tap into your community. One of the tricky things about STEM education is being confident in all aspects of its teaching. The good news is, the more your projects are set in the real world, the more you will connect the learning to businesses, community organisations, local people and STEM professionals. Invite theses community links into the classroom, visit them on site, ask them for resources and interview them for their perspectives. Many STEM initiatives are already organised by community groups and businesses. If the Internet is the first place you are looking for STEM education ideas, avoid Pinterest challenge cards and try search words that will lead you to strong supports that are both linked to an authentic context and rich in depth of learning. For example, “STEM community projects.”

Engaging our students in the excitement of challenges is absolutely an important part of teaching and learning. An essential goal of STEM education is to ignite a drive to become STEM professionals that are in high demand in the 21st Century. The challenge I will leave you with is this: How can we add context and epistemic learning to the marshmallow and spaghetti tower? What key mathematical and scientific concepts lie within its structures? How can an Engineer’s design thinking model support critical thinking and reflection during its creation? How can a technological perspective be used to improve and innovate? Where in the world does the marshmallow and spaghetti tower matter? How is this relevant to your students? What community experts could help relate and extend the application of this knowledge in a local setting?