STEM education aims to cultivate innovative talents by improving students' ability to comprehensively apply interdisciplinary knowledge in solving practical problems. This paper first develops an innovation event model through the analysis of 50 historical innovation events that can be traced back to whole human history. The model divides the realization process of those innovation events into four steps: 1) pointing out a problem, 2) proposing solutions to the problem, 3) concrete implementation of those solutions, and 4) iterative modification process. And then, the relationship between innovation event model and STEM education is established from the perspectives of subject integration and constructivism of STEM education. Based on this model, we can understand some key issues in the implementation of STEM education from a top-down view, including the nature of STEM education, the knowledge integration model, and the relationship between subject-specific education and integrated education. This will help to gradually improve our cognition and understanding of STEM education, so as to achieve its initial goal of integrated and innovative education. This article will contribute to a holistic rethinking about how to renovate STEM education in different levels of schools and colleges, equipped with such an innovation event model.
Citation: Changyan Di, Qingguo Zhou, Jun Shen, Li Li, Rui Zhou, Jiayin Lin. Innovation event model for STEM education: A constructivism perspective[J]. STEM Education, 2021, 1(1): 60-74. doi: 10.3934/steme.2021005
STEM education aims to cultivate innovative talents by improving students' ability to comprehensively apply interdisciplinary knowledge in solving practical problems. This paper first develops an innovation event model through the analysis of 50 historical innovation events that can be traced back to whole human history. The model divides the realization process of those innovation events into four steps: 1) pointing out a problem, 2) proposing solutions to the problem, 3) concrete implementation of those solutions, and 4) iterative modification process. And then, the relationship between innovation event model and STEM education is established from the perspectives of subject integration and constructivism of STEM education. Based on this model, we can understand some key issues in the implementation of STEM education from a top-down view, including the nature of STEM education, the knowledge integration model, and the relationship between subject-specific education and integrated education. This will help to gradually improve our cognition and understanding of STEM education, so as to achieve its initial goal of integrated and innovative education. This article will contribute to a holistic rethinking about how to renovate STEM education in different levels of schools and colleges, equipped with such an innovation event model.
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Changyan Di, Qingguo Zhou, Jun Shen, Li Li, Rui Zhou, Jiayin Lin. Innovation event model for STEM education: A constructivism perspective[J]. STEM Education, 2021, 1(1): 60-74. doi: 10.3934/steme.2021005
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