Abstract
The paper deals with the problems of the relationship between the practice of STEM education, which focuses only on scientific disciplines, knowledge, skills and abilities, and opposing views according to which educational practices consisting of scientific or academic disciplines such as STEM and educational practice focus on morality, values and virtues, ie directly considers the possibilities of these differences in attitudes and approaches to education to can be considered together. This paper aims to discuss whether STEM can be considered on the basis of moral character with the support of a compilation piece. In this direction, the discussion in question has been processed and expanded separately from the standpoint of each STEM discipline - science, technology, engineering and mathematics. The paper uses methods of analysis and discourse as a theoretical analysis to investigate the mentioned issue, which examined whether approaches such as STEM-E, STEM-C and STEM-A have a moral point of view. As a result of the literature review, it was concluded that STEM applications can be resolved on a moral basis. Accordingly, suggestions were given to teachers on how to maintain STEM practices within an ethical framework.
Highlights
The most popular occupations in the world are centred around such areas as science, technology, engineering and mathematics
Practices of character education can increase the academic achievement of students who come from different ethnic, cultural, linguistic, social class, ability and gender groups- which are important in STEM projects- and they can increase students’ collaborative work skills which enable their team spirit, sense of commitment and sense of trust to develop (Hill & Stewart, 1999)
The issues considered under the previous headings indicate that STEM education practices need to focus on moral character education
Summary
The most popular occupations in the world are centred around such areas as science, technology, engineering and mathematics. Practices of integrated STEM (science, Technology, Engineering and Mathematics) education in which interdisciplinary integration is secured are becoming widespread in educational processes which raise the labour force necessary for business life as a reflection of the claim made above. The letters E, C and A were added to the abbreviation STEM and the relevant practice of education continued to be integrated into other skills, content, disciplines or approaches such as Entrepreneurship, Computing and Art. It is thought that another approach that can enrich STEM education practices is moral character education. Instead, it intends to discuss whether or not STEM can be considered on the basis of moral character with support from works of compilation
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