The concept of the STEM

The concept of the STEM

STEM, short for Science, Technology, Engineering and Mathematics, emphasizes interdisciplinary integration. STEM education is not a simple superposition of science, technology, engineering and mathematics education, but a combination of the four disciplines into an organic whole, so as to better cultivate students' innovative spirit and practical ability.
The characteristics of the STEM
Integrated STEM education has new core characteristics: interdisciplinary, fun, experiential, situational, collaborative, design, artistic, empirical, and technological enhancement.
(1) Interdisciplinary: Interdisciplinary means that educators in STEM education no longer focus on a specific discipline or focus too much on disciplinary boundaries, but focus on specific problems and emphasize the use of interrelated knowledge in science, technology, engineering or mathematics to solve problems. To achieve the educational goal of crossing disciplinary boundaries and improving students' ability to solve practical problems from the perspective of comprehensive application of multidisciplinary knowledge.
(2) Interestingness: STEM education emphasizes sharing and creation, emphasizing that students can experience and gain the sense of happiness in sharing and the sense of achievement in creation. Some projects also STEM education content game (the game elements, methods and framework into education scene, because will be based on the exploration and goal-directed learning embedded in the game, is advantageous to the development of the learner's team skills, professor cross curriculum concept and is responsible for the scientific content of the theme, you can get more and more ideal education output.
(3) Experience: STEM education not only advocates the acquisition of abstract knowledge through self-study or teachers' teaching, but also emphasizes students' hands-on, brain-based participation in the learning process. STEM provides hands-on learning experiences where students apply their math and science knowledge to create, plan, construct, discover, collaborate, and solve real-world problems.
(4) Situational: STEM education emphasizes restoring knowledge to rich life, combining interesting and challenging problems in life and solving students' problems to complete the teaching. STEM education emphasizes on enabling students to acquire the ability to apply knowledge in context, and at the same time to understand and identify knowledge expression in different contexts, that is, to identify the essence of problems and solve problems flexibly according to the background information of knowledge and context.
(5) Collaboration: STEM education is collaborative, emphasizing mutual help and inspiration in group collaboration and group knowledge construction. Problems in STEM education are often real, and real tasks cannot be solved without the cooperation of other students, teachers or experts. Students need to communicate and discuss with others in the process of completing tasks.
(6) Designability: STEM education requires that the learning output should include design works, which can promote the integration and transfer application of knowledge through design, and the externalized learning results and explicitly acquired knowledge and ability through works.
(7) Artistry: The artistry of STEM education emphasizes increasing learners' attention to humanities and social sciences in natural science teaching.
An interdisciplinary integrated model for STEM programs
STEM education requires that the four disciplines must be closely linked in the teaching process, so that students can master concepts and skills in an integrated teaching way, and use skills to solve problems in the real world. How to integrate the knowledge of four independent disciplines closely, there are three orientations:
(1) Disciplinary knowledge integration orientation
Analyze the most basic discipline knowledge structure of each discipline, find the connection points and integration points between different discipline knowledge points, and structure the scattered curriculum knowledge according to the interdisciplinary problem logic. The content of each subject is transformed into a curriculum organization with questions as the core, and the knowledge of each subject is connected organically through serialized questions, so that the elements of the curriculum form an organic connection and structure.
Knowledge integration orientation model based on the problem of learning mode, emphasize the learning design in complex, meaningful problem situation, through the student cooperation to solve problems in embedded in the real situation or related to real world problems, promote the students' understanding of knowledge and construction, thus acquisition implicit knowledge of science at the back of the problem, Develop problem-solving skills and the ability to learn independently. It can enable students to experience the process of acquiring knowledge, promote the development of students' metacognitive ability, achieve a flexible grasp of knowledge through the application of knowledge to solve problems, and carry out social and situational transfer and application of knowledge. The purpose of problem solving is to master the knowledge contained in the problem or to support problem solving. Problem is the intersection and integration point of multidisciplinary knowledge fusion, the trigger for students to learn and explore, and the carrier of innovative learning. Generally speaking, the process of problem solving will not last for a long time, and the specific methods will be diversified, such as Web Quest network inquiry, 5E teaching method, research learning, etc.
(2) Life experience integration orientation
Focus on the social function of knowledge, that is, based on the needs of learners, the knowledge and skills necessary for the knowledge economy society represented by the third industrial Revolution as the core of the integration of multidisciplinary knowledge, and then with project design and implementation as the carrier, the academic subject knowledge can be transformed into practical knowledge that can solve practical problems. The basic approach is to select typical projects for structural design from the perspective of children's adaptation to society, so that learners can acquire multidisciplinary knowledge and skills contained in the projects in the process of experiencing and completing the projects, or select challenging projects from the perspective of transforming and improving the existing society.
This kind of curriculum integration emphasizes the cultivation of social practice activities and the ability to solve social problems, emphasizes the integration of multidisciplinary knowledge into real social projects.