Centricities of STEM curriculum frameworks: Variations of the S-T-E-M Quartet

Tang Wee Teo; Aik Ling Tan; Yann Shiou Ong; Ban Heng Choy; Tang Wee Teo; Aik Ling Tan; Yann Shiou Ong; Ban Heng Choy

doi:10.3934/steme.2021011

STEM Education

2021, Volume 1, Issue 3: 141-156. doi: 10.3934/steme.2021011

Previous Article Next Article

Centricities of STEM curriculum frameworks: Variations of the S-T-E-M Quartet

National Institute of Education, Nanyang Technological University, Singapore; aikling.tan@nie.edu.sg (A.L.T.); yannshiou.ong@nie.edu.sg (Y.S.O.); banheng.choy@nie.edu.sg (B.H.C.)

Received: 01 April 2021 Revised: 01 June 2021
Perspective

This commentary is an extension to the integrated S-T-E-M Quartet Instructional Framework that has been used to guide the design, implementation and evaluation of integrated STEM curriculum. In our discussion of the S-T-E-M Quartet, we have argued for the centrality of complex, persistent and extended problems to reflect the authenticity of real-world issues and hence, the need for integrated, as opposed to monodisciplinary, STEM education. Building upon this earlier work, we propose two additional variationsjsolution-centric and user-centric approachesjto the provision of integrated STEM curricular experiences to afford more opportunities that address the meta-knowledge and humanistic knowledge developments in 21^st century learning. These variations to the S-T-E-M Quartet aims to expand the scope and utility of the framework in creating curriculum experiences for diverse profiles of learners, varied contextual conditions, and broad STEM education goals. Collectively, these three approachesjproblem-centric, solution-centric, and user-centricjcan afford more holistic outcomes of STEM education.
- S-T-E-M Quartet,
- problem-centric,
- solution-centric,
- user-centric
Citation: Tang Wee Teo, Aik Ling Tan, Yann Shiou Ong, Ban Heng Choy. Centricities of STEM curriculum frameworks: Variations of the S-T-E-M Quartet[J]. STEM Education, 2021, 1(3): 141-156. doi: 10.3934/steme.2021011

Related Papers:

Abstract

This commentary is an extension to the integrated S-T-E-M Quartet Instructional Framework that has been used to guide the design, implementation and evaluation of integrated STEM curriculum. In our discussion of the S-T-E-M Quartet, we have argued for the centrality of complex, persistent and extended problems to reflect the authenticity of real-world issues and hence, the need for integrated, as opposed to monodisciplinary, STEM education. Building upon this earlier work, we propose two additional variationsjsolution-centric and user-centric approachesjto the provision of integrated STEM curricular experiences to afford more opportunities that address the meta-knowledge and humanistic knowledge developments in 21^st century learning. These variations to the S-T-E-M Quartet aims to expand the scope and utility of the framework in creating curriculum experiences for diverse profiles of learners, varied contextual conditions, and broad STEM education goals. Collectively, these three approachesjproblem-centric, solution-centric, and user-centricjcan afford more holistic outcomes of STEM education.

References

[1]	and Mativo, Integrated STEM: A new primer for teaching technology education. Technology and Engineering Teacher (2016) 76: 14-19.
[2]	(2000) Young foresight: Handbook for teachers and mentors. London: Software Production Enterprise.
[3]	Bryan, L.A., Moore, T.J., Johnson, C.C. and Roehrig, G.H., Integrated STEM Education, in STEM Road Map: A Framework for Integrated STEM Education, C.C. Johnson, E.E. Peters-Burton and T.J. Moore Ed. 2015, pp. 23-37. Taylor & Francis.
[4]	(2003) Engineering Philosophy. Delft, The Netherlands: DUP Satellite Press.
[5]	(2014) The Sage Encyclopedia of Action Research. Thousand Oaks, CA: SAGE.
[6]	The informed design teaching and learning matrix. Journal of Engineering Education (2012) 101: 738-797.
[7]	Assessing creative thinking in design-based learning. International Journal of Technology and Design Education (2019) 19: 55-65.
[8]	STEM learning through engineering design: fourth-grade studentso investigations in aerospace. International Journal of STEM Education (2015) 2: 1-18.
[9]	King D. and Smeed J., Advancing integrated STE learning through engineering design: Sixth-grade studentso design and construction of earthquake resistant buildings. The Journal of Educational Research (2017) 110: 255-271.
[10]	Exploring critical components of an integrated STEM curriculum: An application of the innovation implementation framework. International Journal of STEM Education (2020) 7:.
[11]	Theoretical foundations for effective STEM learning environments. School of Engineering Education Working Papers (2013) Paper 1.
[12]	(2001) Textual Interaction: An Introduction to Written Discourse Analysis. Portland: Psychology Press.
[13]	Teacher appropriation and student learning of geometry through design. Journal of Research in Mathematics Education (2000) 31: 71-88.
[14]	Effect of design-based learning on improving computational thinking. Behaviour and Information Technology (2017) 36: 43-53.
[15]	A conceptual framework for integrated STEM education. International Journal of STEM Education (2016) 3:.
[16]	What knowledge is of most worth. Journal of Digital Learning in Teacher Education (2013) 29: 127-140.
[17]	Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching. Educational Psychologist (2006) 41: 75-86.
[18]	Students as pharmaceutical engineers: A biology-centric STEM task. Teaching science (2019) 65: 26-32.
[19]	The eight essential elements of inclusive STEM high schools. International Journal of STEM Education (2016) 3:.
[20]	Teacherso perception of STEM integration and education: a systematic literature review. International Journal of STEM Education (2019) 6:.
[21]	(2001) Multi-media Learning. Cambridge, UK: Cambridge University Press.
[22]	Should there be a three-strikes rule against pure discovery learning? The case for guided methods of instruction. American Psychologist (2004) 59: 14-19.
[23]	(1945) How to Solve It: A New Aspect of Mathematical Method.Princeton University Press.
[24]	Quaye, R.M., Griffin hospital: Insulin pen misuse could have infected patients with diseases. Retrived on December 9, 2020 from https://www.nhregister.com/connecticut/article/Griffin-Hospital-Insulin-pen-misuse-could-have-11724933.php
[25]	Performance assessment. ERIC Review (1994) 3: 2-12.
[26]	Evolution of human cognitive architecture. The psychology of learning and motivation (2003) 43: 215-266.
[27]	Instructional design consequences of an analogy between evolution by natural selection and human cognitive architecture. Instructional Science (2004) 32: 9-31.
[28]	The S-T-E-M Quartet. Innovation and Education (2019) 1: 1-14.
[29]	, Integrated STEM education: A systematic review of instructional practices in secondary education. European Jourrnal of STEM Education (2018) 3:.
[30]	U.S. Department of Health and Health Sciences, User-centered Design Basics. 2006. Retrieved on December 9, 2020 from https://www.usability.gov/what-and-why/user-centered-design.html
[31]	van Eijk, D., van Kuijk, J., Hoolhorst, F., Kim, C., Harkema, C. and Dorrestojn, S., Design for usability: Practice-oriented research for user-centered product design, in IEA 2012: 18^th World Congress on Ergonomics – Designing a sustainable future, 2012, 41(1): 1008-1015.
[32]	PIRPOSAL model of integrative STEM education: Conceptual and pedagogical framework for classroom implementation. Technology and Engineering Teacher (2016) 75: 12-19.
[33]	Winter, E.O., Some Aspects of Cohesion in Sentence and Clause in Scientific English. 1968, University College London.
[34]	Using design thinking to improve psychological interventions: The case of the growth mindset during the transition to high school. Journal of Educational Psychology (2016) 108: 374-391.
[35]	(1999) The Art and Craft of Problem Solving. New York, NY: John Wiley & Sons.
[36]	Studentso ways of experiencing human-centered design. Journal of Engineering Education (2013) 101: 25-59.

Reader Comments

Your name:*

Email:*
© 2021 the Author(s), licensee AIMS Press. This is an open access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0)