what is the definition of stem education
STEM has grown to represent a unique approach to teaching and learning, one that centers around individual students’ learning styles and interests. This means STEM education has something to offer every student. Unlike traditional education experiences in which subject areas are concentrated on separately, STEM education emphasizes technology and integrates subjects in ways that connect disciplines and relate them to each other.
STEM, it’s one of the most talked about topics in education. But what exactly is STEM? STEM stands for Science, Technology Engineering, and Mathematics. But it’s more than that.
STEM is an approach to learning and development that integrates the areas of science, technology, engineering and mathematics.
Through STEM, students develop key skills including:
- Learn and apply content
- Integrate content
- Interpret and communicate information
- Engage in inquiry
- Engage in logical reasoning
- Collaborate as a team
- Apply technology appropriately
Educators break STEM down into seven standards of practice (or skill sets) for educating science, technology, engineering, and mathematics students:
Technology is an indispensible component of any science, technology, engineering, and mathematics (STEM) or project-based learning (PBL) activity. Technology may contribute to the design and implementation of the STEM activities in multiple ways. However, two patterns emerge when technology use is analyzed for STEM education: 1) direct integration and embedding of technology into STEM activities; and 2) using technology as a tool or facilitator to enrich STEM PBL (Akgun, 2013).
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In this approach, content and skills from curriculum areas are used to investigate real world questions and issues through project based learning. In the process, learners develop STEM literacy in the key curriculum areas.
 Interdisciplinary approaches to curriculum blend the content and key ideas from the respective subjects in the Australian Curriculum to address a problem or challenge. The areas are drawn upon in planning through a backward design process (e.g. Wiggins and McTighe, 2004)