Embedded Files
THE GENERAL CONCEPT OF STEM
THE GENERAL CONCEPT OF STEM
Definition of STEM: Disciplines of knowledge consisting of Science (physics, chemistry, and biology) and mathematics with the integration of various technologies and engineering. STEM incorporates all the technologies that engage science and mathematics (National Stem Movement, 2016)
Aim: Matriculation Programme of the Malaysia Ministry of Education aims to increase interest and engagement in STEM by providing resources to management, lecturers, and students. Our focus is identifying what works and is needed and finding innovative solutions for current and emerging STEM education challenges.
Why STEM: offers more work prospects for students, a better quality of education, and a capable and competent skilled workforce for the future. As our world becomes more focused on science and technology, it is important to be prepared to keep up with the demands while ensuring your employment opportunities.
tHE INTEGRATED STEM CONCEPTS
tHE INTEGRATED STEM CONCEPTS
STEM CONCEPTS .pptx
Background of the Module
Background of the Module
The aims of the module purposive as a direction and guidance for the STEM-based lecturers in Matriculation College or any pre-university programme, all over Malaysia to conduct the chemistry laboratory activities with the new elements of open-ended inquiry experiments, innovative teaching strategies, authentic assessment and technology integration.
Furthermore, this module will be used by the six main STEM-based lecturer in order to be competent towards 21st-century pedagogies and integrated STEM concepts with the main concepts of inquiry-based learning. Other than that, by implementing this module, both STEM concepts, scientific and 21st-century skills of chemistry students can be enhanced. Among the important 21st- century skills are critical thinking skill, creativity and innovative skills and technology literacy skill; these are chosen for this module as it matched with the aspects of the open-ended inquiry learning.
Ultimately, with all of the interventions of 21st- century skills in STEM-based learning can be implemented effectively in the Malaysia Matriculation Programme context or to any equivalent pre-university-level programme of the pre-university-level institutions in Malaysia or other countries. The module. Hence, will offering matriculation college students the means to explore the world the way working scientists do and can rekindle their inquisitive nature.
Aims & Objectives of the Module
Aims & Objectives of the Module
To cultivate interest and understanding about STEM among Matriculation Programme students and lecturers.
To strengthen the effectiveness of teaching and learning (T & L) techniques in STEM education.
To encourage innovation and STEM creativity in the classroom through projects and activities based on smart and interactive learning.
To recognize excellent STEM programs, industries and staff.
To be the medium of support to the STEM ecosystem in order to produce innovative and competitive human capital.
Theoretical Framework of the Module
Theoretical Framework of the Module
MAIN CONCEPT: STEM
THEORY OF LEARNING: CONSTRUCTIVISM
THEORY OF LEARNING: CONSTRUCTIVISM
WHY CONSTRUCTIVISM IS THE BEST FOR STEM LESSONS?
WHY CONSTRUCTIVISM IS THE BEST FOR STEM LESSONS?
According to constructivists “knowledge is a function of how the individual creates meaning from his or her own experiences” (Ertmer & Newby, 1993, p. 62). This learning theory is considered a branch of cognitivism. “Both cognitivists and constructivists view the learner as being actively involved in the learning process, yet the constructivists look at the learner as more than just an active processor of information; the learner elaborates upon and interprets the given information.” (Duffy & Jonassen, 1991). the distinction is that “cognitive psychologists think of the mind as a reference tool to the real world and constructivists believe that the mind filters input from the world to produce its own unique reality”. (Jonassen D. H., 1991a).
Constructivists view memory as fluid experiences (an ever-changing personal construct) not packaged in schemas and learning happens when these experiences are elaborated further and built upon. “Learners do not transfer knowledge from the external world into their memories; rather they build personal interpretations of the world based on individual experiences and interactions” (Ertmer & Newby, 1993, p. 63).
Additionally, the view of learning as a social activity has common ground with Bandura’s social cognitive theory – how children learn from others. Albert Bandura explained the social element of learning as watching what others do and decide if the behaviour should be imitated e.g. learning from a mentor or teacher demonstration. Whereas Vygotsky, a social constructivist emphasises the role of social interactions, language and culture as the driving force for learning. “Constructivist teaching involves students in collaborative groups, such as cooperative learning, reciprocal teaching, and long-term projects” (Jenkins, 2006, p. 3). Therefore, Bandura’s theory is characterised by behavioural development but Vygotsky’s emphasis is on both language and cognitive development. ‘Through others, we become ourselves’. (Lev Vygotsky, 1987).
Page updated
Report abuse