Open AccessCentricities of STEM curriculum frameworks: Variations of the S-T-E-M Quartet
Author(s) -
Tat Joo Teo,
Aik-Ling Tan,
Yann Shiou Ong,
Ban Heng Choy
Publication year - 2021
Publication title -
stem education
Language(s) - English
Resource type - Journals
ISSN - 2767-1925
DOI - 10.3934/steme.2021011
Subject(s) - curriculum , scope (computer science) , centrality , extension (predicate logic) , humanism , pedagogy , sociology , psychology , mathematics education , knowledge management , computer science , political science , mathematics , combinatorics , law , programming language
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.