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A Look at Relationships (Part I): Supporting Theories of STEM Integrated Learning Environment in a Classroom - A Historical Approach |
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| รหัสดีโอไอ | |
| Creator | Tomoki Saito, Ilman Anwari, Lely Mutakinati, Yoshisuke Kumano |
| Title | A Look at Relationships (Part I): Supporting Theories of STEM Integrated Learning Environment in a Classroom - A Historical Approach |
| Publisher | The Institute for the Promotion of Teaching Science and Technology (IPST), Ministry of Education |
| Publication Year | 2559 |
| Journal Title | K-12 STEM Education |
| Journal Vol. | 2 |
| Journal No. | 2 (April-June) |
| Page no. | 51-61 |
| Keyword | STEM Integration, System of Learning, Practices, Transdisciplinarity |
| ISSN | 2408-1515 |
| Abstract | In this article, the authors address STEM pedagogies that relate to "integration" issues and to their implementation. Referring to past discussions on transdisciplinary teaching and learning ("transdisciplinarity"), the authors claim that STEM integration might lead to synergy between each of four disciplines, and the interaction of those learnings might have mutual benefits as well as disadvantages. Hence, although educators often find it difficult to leave discrete disciplines in which they studied, learning in an integrated environment that focuses on student-centered learning, could or should differ from teaching in traditional classes. Learning in the STEM Integrated Learning Environment has certain features: 1) learning is not necessarily included in and assessed by disciplines as in traditional classes; 2) learning within and across networks of learners has relationships beyond STEM disciplines; and 3) thus, the environment would be structured by vectors of those relationships. If so, teachers are expected to prepare for interactions among STEM areas of learning. |
