Please use this identifier to cite or link to this item:
http://hdl.handle.net/10497/23592
Title: | Authors: | Keywords: | S-T-E-M Quartet Problem-centric Solution-centric User-centric |
Issue Date: | 2021 |
Citation: | Teo, T. W., Tan, A. L., Ong, Y. S., & Choy, B. H. (2021). Centricities of STEM curriculum frameworks: Variations of the S-T-E-M quartet. STEM Education, 1(3), 141-156. https://doi.org/10.3934/steme.2021011 |
Journal: | STEM Education |
Abstract: | 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 approaches to the provision of integrated STEM curricular experiences to afford more opportunities that address the meta-knowledge and humanistic knowledge developments in 21st 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 approaches problem-centric, solution-centric, and user-centricjcan afford more holistic outcomes of STEM education. |
Description: | The open access publication is available at: https://doi.org/10.3934/steme.2021011 |
URI: | ISSN: | 2767-1925 |
DOI: | File Permission: | None |
File Availability: | No file |
Appears in Collections: | Journal Articles |
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