Due to the global concern for improvement in science, technology, engineering and mathematics (STEM) and the critical economic challenges and sustainability in the 21st century, STEM- focused schools are being opened at an accelerating rate. Moreover, the aim of implementing STEM-focused schools is to respond to political and business calls for an improved workforce and a more STEM- educated citizenry. However, before moving on, what STEM education is needs to be explained. 

According to Nathan and Nilsen (2009), STEM education is an “interdisciplinary approach to learning where rigorous academic concepts are coupled with real-world lessons as students apply science, technology, engineering, and mathematics in contexts that make connections between school, community, work, and the global enterprise enabling the development of STEM literacy and with it the ability to compete in the new economy”.

Furthermore, several STEM education focused schools do also use project-based learning. As stated by Larmer and Mergendoller (2010) PBL not only targets the development of conceptual knowledge, but also the application through extended learning experiences around a focus or theme. Besides, PBL promotes critical thinking, communication, and collaboration as well. Nevertheless, Johnson (2012) found that long-term planning, leadership, resources, and commitment, among many other factors, were essential in order to develop and start-up STEM focused schools and initiatives. 

In addition to PBL, in accordance with a study carried out from Ridgeview STEM Academy (RSA), three other themes need to be taken into account in order to carry out a positive STEM education focused school. Firstly, teacher collaboration. The collaboration between teachers is crucial for the development of STEM education as it is when teachers collaborate that they come up with successful teaching strategies, techniques and resources with one another. Besides, due to the fact that STEM education emphasizes the integration of different disciplines, the collaboration between teachers from various STEM subjects can provide the design of interdisciplinary projects and activities. On top of this, their collaboration can foster the development of problem solving and critical thinking. 

As well as teacher collaboration, the school vision does also play a key role as it is the school vision that provides the direction and purpose for the entire educational system. Owing to this reason, if a school prioritises STEM education the design of the curriculum will be modified. Moreover, the modification of this may lead to identification of the necessity of specific resources, such as technology tools or even specialized teaching materials or methodologies such as PBL methodology. As stated by Slavit, Nelson, et al. (2016) “the teachers concluded that the students were interested in solving real world problems and engaging in hands-on learning”.

As with the two previous themes, responding to the students’ needs is determining when implementing STEM education. It is by means of this that the teachers may come to the conclusion that students have unique learning styles, that is, different abilities and interests. As stated by Slavit, Nelson, et al. (2016) students claimed that they preferred to apply more real-world scenarios, in other words, a workplace which is not just based on right-or-wrong answer worksheets. In addition to this, an effective STEM education can encourage students to be more motivated and thus, animate their curiosity and nurture their interests. 

To sum it up, conforming to Kelley, Knowles, et. al. (2020) “STEM requires a complex system of pedagogical approaches working in harmony to achieve key learning theories to realize the benefits of subject integration”. Nevertheless, with adequate time and intellectual support, teachers can support not only STEM school start-up, but also foster individual and collective advancements. As a means of achieving this specific end, teacher’s self-efficacy is important for both the teacher’s success and students’ performance in STEM education. 

References:

https://link.springer.com/article/10.1186/s40594-020-00211-w

https://link.springer.com/article/10.1186/s40594-016-0040-5