CREATIVE KIDS TOP Programming Education What Is STEM/STEAM Education? Vol. 3: What Is STEM Education?

Programming Education

2019.10.10
What Is STEM/STEAM Education? Vol. 3: What Is STEM Education?

　How does STEM education differ from traditional science and math education? Although this topic is the subject of debate around the world, there is still no established definition of STEM education. This situation has even been described as a “STEM Identity Crisis” (Stephen Portz, 2015). First of all, the terminology is not standardized.Various derivatives of “STEM” have emerged, such as STEAM (STEM plus Art), STREAM (STEAM plus Robotics), and STEMC (STEM plus Computer Science/Coding).
　Even more contentious is the fact that there are diverse interpretations of what “STEM education” entails: teaching and learning
STEM-related subjects; teaching and learning
STEM-related subjects in an interdisciplinary and comprehensive manner; and fostering
21st-century skills such as
logical thinking, problem-solving, and creativity.I believe that STEM education in the Society 5.0 era is a form of learning that encompasses all three of these aspects. Tzpros et al
. (2009) define STEM education as follows:
“STEM education is an interdisciplinary approach to learning that integrates rigorous academic concepts with real-world contexts, enabling students to apply science, technology, engineering, and mathematics within the contexts of school, the community, the workplace, and global enterprises, thereby fostering STEM literacy and the ability to compete in the new economy.”
　Bybee (2013) defines STEM literacy as the understanding of the characteristics of the STEM fields, an interest in how STEM shapes the environment around us, the ability to identify questions in one’s daily life, and the knowledge,attitudes, and skills to identify questions in daily life and engage in evidence-based problem-solving, as well as the motivation to engage with STEM-related social issues as constructive citizens. Furthermore
, while grounded in the fundamental concepts of science, technology, engineering, and mathematics, learning must transcend these traditional academic disciplines and be conducted in an interdisciplinary manner.Furthermore, it is not merely about acquiring knowledge; students must apply that knowledge to understand STEM-related social issues, engage in evidence-based discussions, and fulfill their civic duties from local, national, and international perspectives.
　Based on this, it can be said that STEM education in the Society 5.0 era involves deepening understanding of each STEM discipline, cultivating the ability to integrate and apply that knowledge and skills, and fostering 21st-century skills such as problem-solving, critical thinking, and creativity.
　Consequently, the STEM education currently being discussed worldwide is characterized not merely by the acquisition of knowledge, but by “interdisciplinary and integrated learning,” “problem-solving and project-based learning,” and “practical learning connected to society and the world.”However, the significance of these three characteristics as learning methodologies has already been discussed by various educational scholars, philosophers of education, and others; they are by no means a new concept. These elements have long been emphasized. So why is renewed attention being focused on these teaching and learning methods? This, too, is closely related to the advancement of information technology.With the advent of the information society, technological advances have made it possible to realize forms of learning that were once discussed as ideals but were difficult to implement due to cost constraints. The changes in learning demanded by a society that has undergone significant transformation through innovations in information technology align with these perspectives on academic ability and learning, and it is these innovations that make such changes possible. This is precisely why their value is being reevaluated.

What Is STEM/STEAM Education? Vol. 7: Conclusion
https://creativekids.jp/?p=18651
What Is STEM/STEAM Education? Vol. 6: The Current Situation in Japan
https://creativekids.jp/?p=18648
What Is STEM/STEAM Education? Vol. 5: The Global Landscape
https://creativekids.jp/?p=18643
What Is STEM/STEAM Education? Vol. 4: STEM Education and Programming Education
https://creativekids.jp/?p=18640
What Is STEM/STEAM Education? Vol. 3 What Is STEM Education?
https://creativekids.jp/?p=18637
What Is STEM/STEAM Education? Vol. 2 STEM Literacy as a Foundation of General Education
https://creativekids.jp/?p=18633
What Is STEM/STEAM Education? Vol. 1: Social Change
https://creativekids.jp/?p=18628


　

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  • Digital Picture Book Author

    Professor, Keio University; Ph.D. (Policy and Media)
    Director, B Lab
    Chairperson, Learning of Tomorrow (General Incorporated Association)
    Chairperson, CANVAS

    After graduating from the Faculty of Engineering at the University of Tokyo, he served as a visiting researcher at the MIT Media Lab before founding the NPO CANVAS and the Learning of Tomorrow Association, a General Incorporated Association, and assuming the role of representative. He serves as an outside director for Matsuya Co., Ltd., Fuji Media Holdings, Inc., and Digital Garage, Inc.
    He has served on various government committees, including the Information and Communications Council of the Ministry of Internal Affairs and Communications, as well as the NHK Central Broadcasting Program Council. He also serves as a director of the Digital Signage Consortium, among other roles. He holds a Ph.D. in Policy and Media.
    His publications include *Turning On Children’s Creativity!*, *What Are Smart Kids Doing on Their Smartphones?*, *The Forefront of Online Education in Japan: Considering Learning in the Post-COVID Era*,“What Is Programming Education? 45 Questions Parents Want to Know,” and “Declaration on Digital Education.” He has also provided supervision for numerous works, including “Ah, I See! Programming Education for Parents and Children Through Manga.”