To STEM or not to STEM? That is not the question | Zendy

Ulaş Kubat | Zendy; Ersan Güray | Zendy

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To STEM or not to STEM? That is not the question

Author(s) -

Ulaş Kubat,

Ersan Güray

Publication year - 2018

Publication title -

cypriot journal of educational sciences

Language(s) - English

Resource type - Journals

SCImago Journal Rank - 0.22

H-Index - 5

eISSN - 1305-905X

pISSN - 1305-9076

DOI - 10.18844/cjes.v13i3.3530

Subject(s) - creativity , mathematics education , point (geometry) , computer science , critical thinking , engineering ethics , psychology , mathematics , engineering , social psychology , geometry

The aim of this study is to identify the faults in Science, Technology, Engineering and Mathematics (STEM) education and to provide an approach to how these deficiencies can be eliminated. The STEM approach can provide students with an interdisciplinary point of view to gain creativity, critical thinking, high-level skills of thinking and problem-solving. STEM abbreviation consists of the initials of the words ‘Science’, ‘Technology’, ‘Engineering’ and ‘Mathematics’. Conventional educational systems dictate student to learn specific topics separately and expect from them to make these knowledge and experience useful, functional in their life. In this research, a qualitative research method was used. This study was performed by using document analysis method. A novel, integrated education system called as the STEM is investigated with its methodology and problems in application outcoming so far. The importance of such an integrated programme is highlighted and some remedies to create an effective integrated education programme are emphasised. Keywords: STEM education, integrated programmes, interdisciplinary education.

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