Abstract
The inconsistency of defining STEM (Science, Technology, Engineering, and Math) education is being addressed in this article. Seeing STEM education as having implications ranging from migration to workforce policies, it is vital to clarify its (inter)disciplinary structure and curriculum orientation. Using a literature review and analysis of documents, STEM education is being tracked from a post-sputnik era to more recent informal and private endeavors, revealing a multiplication of the STEM acronym and the diversification of its curriculum orientation. The findings confirm that there is no consensus on the exact scientific fields assigned to STEM, and the list of disciplines involved ranges from broad (including Social sciences, Humanities or Arts) to narrow (dominated by Natural and Formal sciences). The article implies that historical context and reforms in natural science education partly explain this inconsistency, as the subjects and their interdisciplinary relations are closely linked to overall curriculum orientation, which could be seen as cyclical in nature, swinging from child centered to labor market or subject centered curriculum, inviting to discuss modern science education not as singular STEM, but as plural STEMs viable to multiple pedagogical approaches, integration patterns and aims.
Highlights
education is being addressed in this article
Seeing STEM education as having implications ranging from migration to workforce policies
STEM education is being tracked from a post-sputnik era
Summary
Atliktas Europos šalių STEM švietimo tendencijų tyrimas identifikavo, kad bendro susitarimo, kas yra STEM ugdymas, Europos šalyse iki šiol nėra, o akronimas vartojamas sinonimiškai jį kaitaliojant su gamtamoksliu ugdymu International Standard Classification of Education (toliau tekste – ISCED)) ir JAV švietimo departamento Pavyzdžiui, NSF apibrėžtis gana plati, įtraukiami ne tik tokie dalykai kaip matematika, gamtos mokslai, inžinerija, kompiuterių ir informatikos mokslai, bet ir socialiniai / elgesio mokslai (Green, 2007), o JAV švietimo departamentas atsisako socialinių / elgesio mokslų ir STEM traktuoja kaip matematiką, gamtos mokslus, inžineriją, kompiuterių / informatikos mokslus (Chen ir Weko, 2009). Šio straipsnio objektas – STEM samprata, o keliamas tikslas – atskleisti STEM akronimą, jo raidą ir formavimosi kontekstą siekiant išplėsti mokslinį diskursą, kartu suteikti aiškumo tiek švietimo politikų diskusijoms, tiek STEM ugdymo praktikams. Tuo tikslu atlikta užsienio autorių literatūros apžvalga ir dokumentų analizė
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