The Sustainability of Stem Integration Knowledge Concept Among Malaysian Scientists

Abstract

In today’s educational scenario, STEM integration has becoming a panacea for addressing the global technological revolution. With the United States of America as the pioneer in this disciplinary integration paradigm, many countries are trying to embrace STEM integration approach in their respective educational system. Disciplinary integration approach is a complex approach yet offers many advantages in enhancing students’ interest in STEM-based careers. However, it also brings some hindrances such as the collation of each discipline to function and how this should be implemented without losing each of the disciplines. Based on this concern, the approach complexities were viewed in relation to the STEM knowledge (ontology), ways of STEM learning (epistemology) and STEM values (axiology). Since STEM implementation in Malaysian education system is still in the infancy stage, various aspects need to be taken into account rather than just literally adapting the commonly perceived concept. The exploration of STEM integration knowledge concept was done by applying phenomenological case study approach. Seven scientists from multi-disciplinary research practices participated in this study by sharing their experiences through semi-structured interviews, observations, written articles and biographies. By applying grounded theory strategy analysis, four sustainable STEM knowledge concepts emerged. Overall findings suggest that STEM integration knowledge concept is crucial and may assist in facing the new industrial revolution for Malaysia.