With STEM education’s rise in prominence and importance, there are conversations around what is considered “STEM” curricula. This is a frequently talked about topic, especially as it relates to K-12 education. Springer Open’s Journal of STEM Education wrote a case study about how to make sense of STEM education.
Below is the background, results, and conclusions of their research. To read the whole article, click here:
Making sense of “STEM education” in K-12 contexts
Background
Despite increasing attention to STEM education worldwide, there is considerable uncertainty as to what constitutes STEM education and what it means in terms of curriculum and student outcomes. The purpose of this study was to investigate the commonalities and variations in educators’ conceptualizations of STEM education. Sensemaking theory framed our analysis of ideas that were being selected and retained in relation to professional learning experiences in three contexts: two traditional middle schools, a STEM-focused school, and state-wide STEM professional development. Concept maps and interview transcripts from 34 educators holding different roles were analyzed: STEM and non-STEM teachers, administrators, and STEM professional development providers.
Results
Three themes were included on over 70% of the 34 concept maps: interdisciplinary connections; the need for new, ambitious instructional practices in enacting a STEM approach; and the engagement of students in real-world problem solving. Conceptualizations of STEM education were related to educational contexts, which included the STEM education professional development activities in which educators engaged. We also identified differences across educators in different roles (e.g., non-STEM teacher, administrator). Two important attributes of STEM education addressed in the literature appeared infrequently across all contexts and role groups: students’ use of technology and the potential of STEM-focused education to provide access and opportunities for all students’ successful participation in STEM.
Conclusions
Given the variety of institutionalized practices and school contexts within which STEM education is enacted, we are not convinced that a single worldwide definition of STEM education is critical. What we do see as essential is that those working in the same system explore the common elements that are being attributed to STEM education and co-construct a vision that provides opportunities for all their students to attain STEM-related goals. This is especially important in the current reform contexts related to STEM education. We also see that common conceptions of STEM education appear across roles and contexts, and these could provide starting points for these discussions. Explicitly identifying the ideas educators are and are not selecting and retaining can inform professional learning activities at local and larger scales.
Why it Matters
At STEM Sports®, we are devoted to finding the most effective way to engage students in STEM education. The ‘conclusion’ section of this article talks about the need for new instructional practices that implement key 21st-century skills students will use in STEM and beyond. In each of our curricula, we actively use hands-on learning experiences and real-world examples to help students gain 21st-century skills.
Moving forward, as parents, educators, and facilitators, we need to find ways to make STEM engaging and exciting. By doing this, we can improve student outcomes in complex STEM concepts.
