implementing science, technology, mathematics, and...
TRANSCRIPT
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Implementing Science, Technology,
Mathematics, and Engineering
(STEM) Education in Thailand
and in ASEAN
A Report Prepared for:
The Institute for the Promotion of Teaching Science and Technology
(IPST)
Prepared by:
Edward M. Reeve, PhD
Professor
Utah State University
School of Applied Sciences, Technology, and Education
Technology and Engineering Education
Logan, Utah 84322 USA
May, 2013
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I. INTRODUCTION – (Why STEM?)
Today the world is increasingly becoming more globalized and interconnected every
day. Migration is changing the demographics of our communities as we now find ourselves in
daily contact with people from around the world. Today’s college graduates are competing
for jobs and opportunities on a global scale because of the ability to connect with anyone
anywhere and because of the growth in international trade.
The effects of globalization can be seen around the world, including in Thailand and
the other the others in the Association of Southeast Asian Nations (ASEAN). ASEAN can be
described as a geo-political and economic organization of ten countries (i.e., Indonesia,
Malaysia, the Philippines, Singapore, Thailand, Brunei, Burma (Myanmar), Cambodia, Laos,
and Vietnam) located in Southeast Asia (Association of Southeast Asian Nations, n.d.).
Globalization is a process of interaction and integration among the people, companies, and
governments of different nations and its effects can be seen everywhere. It is a process driven
by international trade and investment and aided by information technology and is changing
the world in which we live. It is forcing people to be able to communicate and live with one
another. It is helping unite our interests together and forcing us to think about how it impacts
our daily lives (The Levin Institute, 2013).
The ASEAN Ministerial Meeting on Science and Technology (AMMST, n.d.)
discussed the importance of science, technology and innovation to the region and noted the
following, “science, technology and innovation can be powerful determinants and enablers of
economic development, educational programs and protection of the environment. This view
is shared by the ASEAN Leaders who have recognized science and technology (S&T) as a
key factor in sustaining economic growth, enhancing community well-being and promoting
integration in ASEAN.”
One of the greatest assets a country can have is an educated workforce who can
sustain themselves, participate in decisions that impact their well-being, and work together to
help improve a countries’ economic and living conditions. As the ASEAN Curriculum
Sourcebook (2012) notes, “Education must empower young people so that they can not only
adapt and respond to their fast-changing world, but also participate actively in shaping a
better future for themselves, their families and communities, and for the ASEAN region as a
whole” (p. 11).
To stay globally competitive, many nations are calling for increased studies in the
fields of Science, Technology, Engineering and Mathematics (STEM) at all levels of
education. Teaching STEM in primary and secondary education can help students become
interested in STEM careers and build a nation’s STEM-educated workforce that can be used
to meet the demands of business and industry in a complex and technology-driven economy.
Furthermore, a STEM-educated workforce working with other STEM professionals from
around the world will be needed to solve many of the global issues and problems the world
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face’s today (e.g., global warming, air and water pollution, clean drinking water, and food
security).
Today STEM is a popular acronym used in education and many countries want to
improve or implement STEM education in their country. For example, Anjira Assavanonda
(April, 2013) in her discussion on Thailand’s need to develop new curriculum that prepares
students to be ready to enter the workforce notes that in Thailand, the Committee on Basic
Education Curriculum Reform was formed in March and initially, agreed the new curriculum
should cover six groups of knowledge: (1) language and culture (2) STEM (science,
technology, engineering and maths) (3) work life (4) media skills and communication (5)
society and humanity, and (6) ASEAN and the world.
The purpose of this paper is to provide an American perspective on STEM education
and to discuss what is needed to implement it into primary – secondary education in Thailand
and all of ASEAN. To effectively implement STEM education in Thailand and ASEAN
begins with a good understanding of the STEM components, an interpretation on the meaning
of STEM education, an understanding of the factors that need to be considered when
implementing STEM education, and a plan for developing and implementing STEM
education.
II. THE COMPONENTS OF STEM (What is STEM?)
The fields of Science, Technology, Mathematics, and Engineering are represented by
the acronym STEM. It is a very popular acronym used broadly, but it still lacks a clear
definition or consensus among educators. It is a term that had its origins in the 1990s at the
National Science Foundation (NSF) in the U.S.A. and today the term is used as a generic
label for any event, policy, program, or practice that involves one or several of the STEM
disciplines.
STEM is a term that has been adopted by government, educators, business,
community, and industry leaders to communicate an urgent need for educating students and
preparing them to be college and workforce ready. It is also a “slogan” that the education
community has embraced without really taking the time to clarify what the term might mean
when applied beyond a general label. In the U.S., the term is often interpreted to mean
science or math and seldom does it refer to technology or engineering (Bybee, 2010).
When discussing STEM, it is helpful to review each discipline and its role in STEM.
From an American perspective, the following provides a review of each STEM discipline and
its role in education.
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Science: In the U.S., and in most countries around the world, science is a well-
established required “core” school subject in grade levels K-12 (i.e., kindergarten through
grade twelve). In the U.S., good science curricula is developed using national science
standards that identify what students should know and be able to do in selected grade levels.
Science can be defined as the study of the natural world that includes observable and
measurable phenomena within the universe. It is a tool used by scientists to understand
objectively the ever-changing, natural world in which we live. The three general areas of
science include: (1) Physical Science, (2) Life Science, and (3) Earth and Space Science.
In the U.S., the Next Generation Science Standards - NGSS (NGSS, 2013) were
released in April 2013 and these new K–12 science standards will be rich in content and
practice, arranged in a coherent manner across disciplines and grades to provide all students
an internationally benchmarked science education. The NGSS view the purpose of science
education to be that of “STEM literacy” that can be described as the ability to equip students
with the knowledge and skills essential for addressing society’s needs. These needs include
growing demand for pollution-free energy, to prevent and cure disease, to feed Earth’s
growing population, maintain supplies of clean water, and solve the problem of global
environmental change.
Technology: Technology is about human innovation in action and it is everywhere.
Technology is used to modify the natural world to meet human needs and wants and often
used to make our lives better and safer. Because of technology, we can travel great distances
(e.g., in a train or plane), communicate around the world using our mobile phones, and we
use it to heat up hot water for tea or coffee. Because of “airbag technology” we are safer in
our automobiles and “helmet technology” has saved many motorcycle riders from serious
injury.
Technology Education: Students learn about technology in the field of study
typically identified as technology education. The major goal of technology education is
“technological literacy” that can best be described as “one's ability to use, manage, evaluate,
and understand technology” (ITEEA, 2000/2002/2007).
The field of study known today as “Technology Education” began in the U.S. in the
late 1800s and it was first known “Manual Training.” Manual Training quickly broadened
into “Manual Arts” and then at about the turn of the century it again evolved into the field of
“Industrial Arts.” From the early 1900s until the mid 1980s, Industrial Arts (often referred to
as “shop”) was a very popular general education program that provided mostly young men
with practical hands-on tool skills and knowledge about industry and its impacts on society.
In the 1980s, the field again evolved into Technology Education that focused learning
in the areas of communications technology, energy and power transportation, construction
technology and manufacturing technology. In the early 2000s, the field again began to see
education reform efforts showing the importance of teaching science, technology,
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engineering, and mathematics (STEM) in our schools. Because many technology education
programs were already teaching technology and engineering concepts and principles, they
begin to change their names to reflect this. Today many programs and organizations across
the U.S. that were formerly identified as “technology education” are now known as
Technology and Engineering Education.
In the U.S., technology and engineering education is a “general education” subject
that offers students, typically in grades 6-12, the opportunity to learn about technology
through a variety of technology education courses. Many technology and engineering
education courses are developed following national technology education standards known as
the Standards for Technological Literacy: Content for the Study of Technology – STL
(ITEEA, 2000/2002/2007).
The STL consists of 20 content standards and related benchmarks that define what
students should know, understand, and be able to do in order to be technologically literate in
grades K-12. They are not a curriculum because they do not provide the specific details on
how the content is to be organized and delivered. The STL place a large emphasis on teaching
students how to solve real-world problems. One problem solving approach emphasized in the
STL is the “Engineering Design Process” that is often used by engineers to solve open-ended
problems.
One of the major philosophies of technology education is to teach student how to
solve problems. Problem solving is an important life-long skill that all students need to learn
as it is often used daily throughout one’s live. Problem solving involves the ability to find
solutions to problems using creativity, reasoning, and past experiences along with available
information. A “basic problem solving approach” consists of:
Knowing the Issues
Considering all Possible Factors
Finding a Solution
The problem solving approach often presents students with two different types of
problems, structured and ill-structured. Structured problems contain only one right answer
and typically can only be solved using one set approach. The more popular approach used in
technology education is to provide students with ill-structured or open-ended problems that
present problems that can be correctly solved using multiple approaches.
In technology education, many problem solving approaches and techniques are
presented. These approaches and techniques include:
Troubleshooting
Research & Development (R&D)
The Scientific Method – Scientific Inquiry
The Engineering Design Process
Invention and Innovation
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It is interesting to note that the NGSS emphasizes integrating technology and
engineering into science education. In fact, the NGSS are making a commitment to fully
integrate engineering and technology into the structure of science education by raising
engineering design to the same level as scientific inquiry in the classroom. In the NGSS, the
core ideas of engineering and technology are given the same status as core ideas in the other
major science disciplines and they too promote the “engineering design” problem solving
process.
Technology and Engineering Education should not be confused with Information and
Communication Technology (ICT). ICT is a term with many meanings, however a basic
definition defines it as “an umbrella term that includes any communication device or
application, encompassing: radio, television, cellular phones, computer and network
hardware and software, satellite systems and so on, as well as the various services and
applications associated with them, such as videoconferencing and distance learning”
(SearchCIO-Midmarket, 2003). ICT can be used to enhance the teaching of STEM education
and in many STEM courses; the concepts and principles associated with ICT could be taught.
Technology and Engineering Education should also not be confused with vocational
education. Known in the U.S. as Career and Technical Education (CTE) and professionally
supported by the Association for Career and Technical Education (www.acteonline.org), CTE
prepares students to enter the workforce after high school. CTE offers student a variety of
competency-based hands-on one and two year education programs (e.g., in areas such as
agriculture, business, family and consumer sciences, health, and trade and industry) that
prepare youth and adults for a wide range of high-wage, high-skill, high-demand careers.
Design and Technology: Design and Technology (DT) is a school subject offered at
all levels of primary and secondary school in many countries around the world and is a
required part of the curriculum in International Baccalaureate (IB) schools. Around the
world, it a school subject that shares many similarities to the technology and engineering
education courses that are offered in the U.S. In DT, students learn about broad range of
technologies (e.g., food, manufacturing, wood, and textiles) and are challenged with many
solving real-world problems using a design process. It is also a school subject that
emphasizes using good design elements and principles (e.g., shape, color, texture and form).
For example, engineers create technology that works and designers work with them to make
sure that it looks good.
Engineering: Engineering is the science, skill, and profession of acquiring and
applying scientific, economic, social, and practical knowledge, in order to design, build, and
maintain structures, machines, devices, systems, materials and processes (Engineering, n.d.).
Engineering is the profession in which a knowledge of the mathematical and natural sciences
gained by study, experience, and practice is applied with judgment to develop ways to utilize
economically the materials and forces of nature for the benefit of humankind (Accreditation
Board for Engineering and Technology - ABET). It is a profession made up of many
specialty areas such as mechanical engineering where engineers apply scientific principles to
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the design, construction, and maintenance of engines, cars, and machines; civil engineering
that focuses on buildings, bridges, and roads; electrical engineering that design and build
electrical machines and communication systems; chemical engineering that is involved with
chemical plant and machinery; and, aeronautical engineering that works with aircraft and
their related subsystems Accreditation Board for Engineering and Technology.
Engineering education typically occurs at the post-secondary level and trains
individuals to become engineers in a selected field of engineering. At the K-12 levels,
engineering education can more correctly be described as “pre-engineering” since no true
engineering education courses (e.g., statics or dynamics) are offered in K-12 schools. In the
U.S., Engineering Education (pre-engineering) is not a formal K-12 school subject and there
are no national standards associated with this field of study.
In the U.S., the first decade of the 21st century has been an interesting one in terms of
engineering education. At the collegiate level, schools and colleges of engineering have
begun to realize that a change in their approach is required to increase student retention, with
the introduction of more hands-on, project-based introductory courses surfacing as the most
common curriculum change. However, teaching engineering at the K-12 level does have
some, but limited presence in U.S. schools and there are efforts to keep expanding this trend.
For example, there are national organizations developing “pre-engineering” curricula that
introduces students to engineering principles and concepts. One of the largest organizations
in the U.S. doing this is a program called Project Lead the Way (PLTW) that provides
rigorous and innovative STEM education curricular programs for use in middle and high
schools. PLTW (www.pltw.org) programs are offered in more than 4,000 schools in all 50
states in the U.S. and they developed their own curricula and a required training program for
teachers who use their curricula. Often taught by technology education and science teachers,
PLTW uses hands-on project and problem-based learning activities that provide students
opportunities to create, design, build, discover, collaborate and solve problems while
applying what they learn in math and science.
Mathematics: Mathematics is the science of patterns and relationships and provides
an exact language for technology, science, and engineering. Like science, math is a well-
established required “core” school subject in K-12 schools in the U.S. Math curricula is
developed using national math standards.
In the U.S., there are no national curriculums for states to follow; meaning each state
and even each school district can develop their own math curricula that hopefully have been
developed on national standards. A problem in the U.S. for students enrolled in math classes
has been that if they transfer to another state, or even to another district, they may enroll in
the “same class” and be required to learn materials that were not previously covered in their
former class. To try and build consistency and quality in the teaching of math and other
subjects in the U.S., the Common Core State Standards Initiative (www.corestandards.org)
began and today, 45 states and 3 territories are participating in this initiative.
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III. THE MEANING OF STEM EDUCATION - (What is STEM Education?)
The basic purpose of education is to prepare people to be able to live, work, and
contribute to the society in which they live. A STEM education provides students with
knowledge and skills in the areas of science, technology, engineering, and mathematics. In
the U.S., almost all K-12 schools require the core subject areas of math and science. At the
secondary school level, these courses are typically taught as “stand alone” courses. Today,
many schools across the U.S. offer elective technology education courses, especially in
grades 6-12 and there is a growing trend to offer students pre-engineering elective courses in
these same grade levels. Unfortunately, when these subject areas are offered, they are often
taught in “silos” where students have limited opportunities to learn how the STEM areas are
integrated together.
The philosophy of STEM education today should be “a belief that promotes the
teaching of STEM concepts, principles, and techniques in an integrated approach.” Promoting
STEM integration provides opportunities for teachers to show students how STEM concepts,
principles, and techniques are used in the development of most products, processes, and
systems that students use in their daily lives. Tsupros (2009) provides a very good definition
of STEM education by stating that it 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.”
STEM education in the U.S. today promotes STEM integration that provides
opportunities for STEM teachers, typically teaching in their own specific discipline courses,
to show students how STEM concepts, principles, and techniques are used in the
development of most products, processes, and systems that students use in their daily lives. In
the future, STEM education may consist of standalone STEM courses taught by “STEM
teachers” who have received in-depth training in all the STEM areas. Also in the near future,
STEM education may broaden to include additional subject areas. For example, there is a
movement in the U.S. by some to add “art” to STEM to create “STEAM” to show how “art
and design” helps brings creativity and innovation to STEM (STEM to STEAM, 2013).
IV. FACTORS TO CONSIDER WHEN IMPLEMENTING STEM
EDUCATION – (How to Deliver STEM Education)
Developing and implementing a quality STEM education program begins by having a
“vision” of the meaning of STEM education and having a good understanding of each of the
STEM areas and how they integrate with one another. It also requires a commitment by
government, educators, business, community, and industry leaders to support STEM
education and education reform.
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ASEAN supports educational reform. The ASEAN Economic Community (AEC) is
working toward transforming ASEAN into a single market and production base by 2015. The
AEC will increase regional economic prosperity and stability and reduce the development
gaps among members. It will provide opportunities for those involved in educating its youth
opportunities to reform education in the region (ASEAN Secretariat, 2012).
In fact, educational reform has already been promoted in the recently released ASEAN
Curriculum Sourcebook (2012). The Sourcebook is a teaching resource for primary and
secondary schools that promotes a prosperous ASEAN community and the development of
high quality curriculum. For example, the Sourcebook calls for the adoption of appropriate
basic education pedagogy, content and assessment through the integration of cultural identity
awareness principles, values and practices in appropriate learning areas and processes.
Furthermore, it engages teachers and students, in a variety of teaching-learning strategies, to
explore the means to which ASEAN peoples live and adapt to present realities and
opportunities amidst different cultures, languages and religions.
In the ASEAN Curriculum Sourcebook, the authors note the importance of teaching
the subject area of Technology Education along with the other broad subject areas that
include: History and Social Studies; Science and Mathematics; Civic and Moral Education;
Languages and Literature; the Arts; Health and Physical Education.
It is admirable that this document recognizes the importance of teaching technology
education in the ASEAN and it appears to use the term “technology” in a broad sense instead
of a narrow fashion to mean only learning about information and communication
technologies. Unfortunately, this document makes no reference to STEM education and
“engineering” is not mentioned once in the document. However, the Sourcebook does provide
very good learning outcomes for Science and Mathematics and Technology Education.
In Thailand, good resources for STEM curriculum developers are the “Basic
Education Core Curriculum B.E. 2551 (A.D. 2008 - www.act.ac.th/document/1741.pdf) in
Science, Math, and in Occupations and Technology the strands of “Design and Technology”
and “Information and Communication Technology.” Developed by The Institute for the
Promotion of Teaching Science and Technology (IPST), these resources provide standards in
each subject that details what students should know and be able to do in selected grade levels.
VI. A PLAN FOR DEVELOPING AND IMPLEMENTING STEM
EDUCATION - (How do we Deliver STEM Education?)
To make STEM education a reality in ASEAN will require all those involved in
STEM education, including primary, secondary and tertiary educators, to develop a sound
plan and strategy for moving STEM education forward. At the college and university levels,
STEM education programs will need to train STEM teachers on how to effectively develop
and implement STEM education programs and curricula. At the primary and secondary
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education levels, practicing teachers will need professional development to learn the “best
practices” on how to teach STEM in their subject area.
There are many important factors that program developers should consider when
planning, developing and implementing quality STEM education programs and curricula at
the primary and secondary levels in ASEAN. These important factors include:
Educational Standards and Learning Objectives: STEM education programs and
curricula must be developed on sound educational standards and learning objectives. National
and international standards, including content standards that specify what students should
know and be able to do at certain grade levels should be reviewed when developing STEM
education materials. Furthermore, activities, and experiences developed for use in STEM
education programs should be developed using realistic learning objectives that students can
achieve. They should be objectives that instructors can teach and evaluate to see if students
are learning the materials.
The ASEAN Curriculum Sourcebook (2012) should be commended as it provides
ASEAN educational curriculum developers with learning outcomes, essential questions and
suggested teaching and learning activities that can be used to achieve the learning outcome.
For example, shown below are items from a learning outcome from the subject the area of
Technology Education that has been targeted for upper primary students.
Learning Outcome: Technology helps people of ASEAN communicate and collaborate
with one another.
Essential Questions: How does technology help people of ASEAN work together?
Suggested Teaching and Learning Activities: Research different technologies that are
available across ASEAN and create a visual exhibition of them, describing a situation
where each would be useful in promoting communication and cooperation.
Teachers: Education is about providing people with new knowledge and skills so that
they can live and work in today’s 21st global society. In our schools, teachers are the
individuals who expose students to new knowledge and skills and inspire them to think and
be creative. Good teachers really do make a difference. For example, In a recent report in
Thailand on Thai students' scholastic performances dropping again in the international
assessment, the Trends in International Mathematics and Science Study (TIMSS) 2011,
Precharn Dechsri, deputy director of the Institute for the Promotion of Teaching Science and
Technology (IPST) noted that "The problem over the quality of teachers was a major cause of
Thailand's drop in performance in TIMSS 2011” (The Nation, December 12, 2012).
Those in ASEAN must work to prepare quality teachers who understand the STEM
areas and are “good teachers” that know how to teach and motivate students to learn. Good
teachers can take difficult content and make it easy to learn and can engage students with
activities, experiences, and stories that allow student to apply what they have been learning.
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Good teachers possess many quality traits that include: enthusiasm, knowledge of the subject
area, confidence in their abilities, an understanding of how students learn, the ability to
provide a variety of “real-world” problems for students to solve, the ability to integrate ICT
into their teaching and learning situations, using good assessment and evaluation practices,
using student-centered approaches to teaching, and teaching for understanding.
Curriculum Development: STEM education curriculum for ASEAN must be
developed using good curriculum development approaches. A curriculum takes content and
shapes it into a plan for effective teaching and learning. Those who develop STEM
curriculum are encouraged to find and use a good curriculum development model. An
example of good curriculum model to utilize is the model presented in Understanding by
Design (UbD) that was written by Grant Wiggins and Jay McTighe (2005). UbD is a
framework for designing curriculum units, performance assessments, and instruction that
leads students to a deep understanding of the content being taught. The major concept
presented in UbD is the “Backward Design” curriculum development model.
Backward Design is a conceptual framework, design process, and accompanying set
of design standards. It is a way to design or redesign any curriculum to make student
understanding more likely. Backward Design is a three stage process to help curriculum
developers come up with a coherent curriculum. It is a method of designing educational
curriculum by setting goals before choosing instructional methods and forms of assessment.
The three stages of Backward Design are shown below.
Stage I: Identify the results desired.
Stage II: Determine acceptable levels of evidence that support that the desired
results have occurred.
Stage III: Design activities that will make desired results happen.
Two important ideas presented in Understanding by Design are emphasis on
developing “essential questions” and a need to teach for “understanding”. Essential questions
are those questions that ask the most important ideas or concepts about the topic or subject
being studied. For example, when studying a unit on mass transportation, an essential
question might ask: “Why did Thailand’s Bangkok Mass Transit System (BTS) develop the
‘Sky Train’ system and how does the system operate?” This question asks for the “essentials”
about the system. It is also important that teachers ask “factual” information questions as they
can be used to better help students learn how to answer the essential question. For example, a
factual question when learning about mass transportation in Thailand would be: “What power
is used to move the BTS Sky Train from station to station?
The other important concept presented in Understanding by Design deals with the
concept of “understanding.” How do we know when students truly understand? They say they
know it, but do they really? When a person “truly understands” something, they know more
than just the facts, they can explain it, and apply what they have learned, especially in new
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and unique situations. For example, when students know and understand the basic steps
involved in problem-solving, they can use this knowledge to solve new problems.
Instructional Approaches: Those who develop STEM education curriculum for
ASEAN should learn about the popular approaches used in teaching STEM concepts. STEM
education should emphasize using “inquiry-based learning.” Inquiry-based learning
describe approaches to learning that are based on the idea that when students are presented
with a scenario or problem and assisted by an instructor, they will identify and research issues
and questions to develop their knowledge or solutions (Inquiry-based Learning, n.d.).
Inquiry-based learning is an instructional style based on the idea that learning may be
facilitated by giving students the opportunity to explore an idea or question on their own. To
arrive at an answer or to better understand the concept, students often collect and analyze
data. For example, inquiry-based learning can be applied to a science class to help students
understand the importance of sunlight for plant growth. Students try growing plants in
various levels of sunlight (next to the window, in a closet, in the middle of the classroom) and
learn about the importance of the sun by watching the plants grow (education.com, n.d.)
Inquiry-based learning approaches are popular approaches used in the teaching of
science, and technology and engineering. Science education uses a form of inquiry-based
learning known as “scientific inquiry.” In technology and engineering education, a popular
inquiry-based learning approach is known as “engineering design.” Both approaches are
similar in nature, with the major differences being in how the problems or questions are asked
and solved, remembering that science explores the natural world and that engineering and
technology focus on the human-made world. Presented in A Framework for K–12 Science
Education (NRC, 2012) are the multiple ways in which scientists explore and understand the
world and the multiple ways in which engineers solve problems. Shown below are the
practices used by scientists and engineers to explore the world and solve problems.
Asking questions (for science) and defining problems (for engineering)
Developing and using models
Planning and carrying out investigations
Analyzing and interpreting data
Using mathematics, information and computer technology, and computational
thinking
Constructing explanations (for science) and designing solutions (for engineering)
Engaging in argument from evidence
Obtaining, evaluating, and communicating information
Scientific inquiry is a popular teaching approach used in science education.
Engineering design is a popular approach used in technology and engineering education. In
the new Next Generation Science Standards (2013), both approaches are given equal
importance in the teaching of science and will be helpful for those who are designing STEM
education programs. As previously noted, both approaches are similar in nature as they are
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driven on raising questions and defining problems. In addition, both approaches promote
active hands-on experiential learning (i.e., learning from the experience) using real-world
problems that help to engage students in their learning and promotes a “deep understanding”
of the content being studied. Both approaches also promote “student-centered” learning and
having teachers act as “facilitators” of knowledge where they direct students to the
information they need. Finally, both approaches promote the learning theory known as
“constructivism” that is based on students' active participation in problem-solving and critical
thinking activities that they find relevant and engaging. In constructivism, students are
"constructing" their own knowledge by testing ideas and approaches based on their prior
knowledge and experience and applying these to a new situation.
In a STEM setting, students can learn to apply inquiry-based learning approaches
through a variety of instructional methods. For example, in science education, the scientific
method is a very popular strategy used for logically testing hypotheses, proving theories or
constructing generalizations. Technology and engineering education often use an
engineering design approach to solve problems. Technology and engineering problems are
often presented in an “engineering design challenge” (see appendix A) that present students
with an engineering problem to solve and the criteria and constraints related to solving the
problem. Often included with a design challenge is a teacher information sheet that helps the
teacher present the lesson (see appendix A). Another very popular instructional method that
requires students to use an inquiry-based learning approach is problem-based learning (PBL)
that can be used to present a scientific or technological problem to solve. PBL gives students
real-world (authentic) problems that require them to cooperatively work together to seek
solutions to the real-world problems.
Engineering Design: Engineering Design is important concept that engineers and
technologists use when they are developing a new technology. There are many variations to
this approach. Design is important concept promoted in ITEEA’s Standards for
Technological Literacy (ITEEA 2000/2002/2007) where many of the “standards” are focused
on learning about design, how to do design, and learning about the designed world (e.g.,
construction and manufacturing). In the STL, they describe an “engineering design” process
that engineers use when they are developing a new technology and there are many variations
to this approach. The steps presented in the STL include:
Defining a problem
Brainstorming
Researching and generating ideas
Identifying criteria and specifying constraints
Exploring possibilities
Selecting an approach
Developing a design proposal
Making a model or prototype
Testing and evaluating the design using specifications
Refining the design
Creating or making it
Communicating processes and results.
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The design process is fundamental to technology and engineering. In the field of
engineering, engineers face many challenges and problems that must be solved, and they
solve them primarily by applying the mathematical and science principles (e.g., calculus and
physics). To solve problems, engineers use an approach called “engineering design” or
“technological design.” There are many variation of the engineering design process, but they
all present a systematic process for solving a problem or challenge. The 7-Step
“technological design process” promoted by Thailand’s Institute for the Promotion of Science
and Technology (IPST) is an acceptable approach. In this approach, they identify the
following seven steps that can be used to solve technological design problems:
1. Identify the Problem, Need, or Preference.
2. Information Gathering to Develop Possible Solutions
3. Selection of the Best Possible Solution
4. Design and Making
5. Testing to See if it Works
6. Modifications and Improvement
7. Assessment
Scientific inquiry is popular teaching approach used in science education and
engineering design is used in technology and engineering education. In the NGSS, both
approaches are given equal importance in the teaching of science. In addition, both
approaches are similar in nature as they are driven on raising questions based on real
observations. The following are major characteristics both approaches share:
Promotes Hands-On Learning
Student-Centered
Develops Critical Thinking and Investigative Skills
Promotes Real Understanding
Promotes Real-World Learning
Promotes Experiential Learning
Promotes Constructivism
Teachers act as Facilitators of Knowledge
Both approaches promote active hands-on experiential learning (i.e., learning from the
experience) where students learn to apply what they are learning. Hands-on learning, using
real-world problems helps to engage students in their learning and can promote a “deep
understanding” of the content being studied. Both approaches promote “student-centered”
learning (i.e., active learning that has been designed to meet the needs, abilities, interests, and
unique earning styles of the students and requires students to be responsible participants in
their own learning) where teachers act as a “facilitators” of knowledge, directing students to
the information they need. Student-centered learning is a contrast to “teacher-centered
learning” traditional learning that has the teacher at its center in an active role and students in
a passive, receptive role (i.e., listening to a lecture).
15
Both approaches promote the learning theory known as “constructivism” that is based
on students' active participation in problem-solving and critical thinking activities that they
find relevant and engaging. In constructivism, students are "constructing" their own
knowledge by testing ideas and approaches based on their prior knowledge and experience
and applying these to a new situation.
Both approaches also require instructors to assess student learning. When evaluating
students using the scientific method, instructors would evaluate such items as:
The development of the questions to test.
How well was the experiment was conducted – was it valid?
The reporting of the results.
A reflection of the experiment – what went well and what could be improved
if it was done again (e.g., changing variables).
There are many strategies for evaluating and assessing engineering design activities.
Kelley (2008) identified a variety of methods that teachers use and noted the top three were:
Provide evidence of idea generation strategies (e.g. brainstorming, teamwork,
etc.)
Develop a prototype model of the final design solution
Work on a design team as a functional inter-disciplinary unit.
When assessing student learning, many instructors use a scoring “rubric.” Scoring
rubrics are useful for evaluating students involved in inquiry-based learning activities. A
scoring rubric is an attempt to communicate expectations of quality around an assigned
activity or task. Scoring rubrics often show a consistent set of criteria for grading the
activity. Scoring rubrics help set clear expectations for students and provide a means for
instructors to objectively grade and object or project.
The components of a scoring rubric would include objectives related to the task, and a
scoring system to rate various levels of performance of the task. An example of simple
scoring rubric is shown below:
Task/Criteria 1 2 3 4
Completion of
Prototype.
Started, but not
completed
Completed but
does not work.
Completed and
works well most
of the time.
Completed and
works well all of
the time.
Design of
Prototype
Poor Design –
Design
principles not
used.
Fair Design -
Design
principles used
but product does
not look good.
Good Design -
Design
principles used
and product
looks good.
Excellent
Design - Design
principles used
and the product
looks great.
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So how do the approaches differ? The approaches differ in the ways they approach
the content to be learned. Scientific-inquiry is best used to study the natural world and
engineering design or technological design is best used to study the human-made world.
Shown in Figure 1 is a comparison between the methods and approached used in scientific
inquiry and engineering design.
Characteristics
Scientific Inquiry Primary Instructional
Approach used in Science
Education
The Engineering Design
Process
Primary Instructional
Approach used in
Technology & Engineering
Education
Content Area Focus The Natural World The Human-Made World
Primary Inquiry Method used
to Teach the Content in the
Discipline
The Scientific Method The Technological or
Engineering Design Process
Initial Step in the Inquiry
Method
Identification of a Problem or
Question
Identification of a Problem or
Needs Statement
Primary Approach used to
Direct the Inquiry Process
Hypotheses and Variables Engineering Design
Challenge
(Sometimes called a Design
Brief or Design Statement.
Philosophical Aims - Scientific Literacy
- Improving Human Life
- Promoting Careers in
STEM
- Finding answers to
questions based on real
observations that occur in the
natural world.
- Technological Literacy
- Improving Human Life
- Promoting Careers in
STEM
- Finding solutions to
technological or engineering
problems and challenges.
Laboratory Required Scientific Tools, Materials,
and Equipment
Technological Tools,
Materials, and Equipment
Examples of Common
Instructional Strategies Used
- Lectures & Discussions
- Demonstrations
- Cooperative Learning
- Virtual Field Trips
- Problem Based Learning
- Lectures & Discussions
- Demonstrations
- Cooperative Learning
- Problem-Based & Project-
Based Learning
- Student Competitions
Figure 1. A comparison between the methods and approached used in scientific inquiry
and engineering design.
17
In technology education, the primary inquiry method used is the technological or
engineering design process that was previously discussed. As noted, there are many
variations of this approach. Shown in Figure 2 is a modified comparison between the
scientific method and engineering design process as envisioned by Science Buddies (2012).
Steps in The Scientific Method Steps in The Engineering Design Process
1. Identification of a Problem or Question 1. Identification of a Problem or Needs
Statement
2. Do Background research 2. Do Background research
3. Formulate Hypothesis and Identify
Variables
3. Specify requirements in an Engineering
Design Challenge.
4. Design Experiment, Establish procedures 4. Create Alternative Solutions, Choose the
Best one and Develop it
5. Test the Hypothesis by Doing an
Experiment
5. Build a Prototype
6. Analyze Results and Draw Conclusions 6. Test and Redesign as Necessary
7. Communicate Results 7. Communicate Results
Figure 2. A comparison between the scientific method and engineering design process
(Science Buddies, 2012).
The previous comparisons shown in Figure 1 between the methods and approaches
used in scientific inquiry and engineering design identify key concepts, methods and
approaches utilized in each method. As previously discussed, the content area focus of
science in the natural world and the content focus of technology education is the human-made
world. In science education, the primary inquiry method utilizes the scientific method. As
Science Buddies (2012) note, the scientific method is a way to ask and answer scientific
questions by making observations and doing experiments. They discuss the steps of the
scientific method and note they are as follows:
Ask a Question
Do Background Research
Construct a Hypothesis
Test Your Hypothesis by Doing an Experiment
Analyze Your Data and Draw a Conclusion
Communicate Your Results
When using the scientific method, Science Buddies (2012) encourages students to
conduct “fair tests” when utilizing the scientific method and note that a "fair test" occurs
when the experimenter changes only one factor (variable) and keep all other conditions the
same. It is interesting to note that in their discussion of the scientific method they comment
that “While scientists study how nature works, engineers create new things, such as products,
websites, environments, and experiences” (p. 1).
18
STEM Integration: Those involved in developing STEM education in ASEAN
should develop activities (e.g., robotics) and experiences (e.g., field trip to manufacturing
plant) that promote STEM integration. STEM integration should involve two or more of the
components of STEM and show them how the concepts, principles, and techniques are used
and connected in the development of most products, processes, and systems used in their
daily lives. STEM integration help promotes “systems thinking” (i.e., thinking about the
process of understanding how things, regarded as systems, influence one another within a
whole). STEM integration also helps to promote a deep understanding of the
interdisciplinary nature of STEM. A simple STEM integration activity would show students a
picture of an object and ask them to note how STEM was involved in the object’s
development.
Assessment and Evaluation of STEM Curricula and Programs: Those who
develop and implement STEM education in ASEAN must remember to continually asses and
evaluate STEM programs and curricula to see if the objectives and learning outcomes
associated with the program or curriculum are being met. In addition, instructors responsible
for teaching STEM curricula are encouraged to use both formative and summative
assessments in their programs and revise the curriculum as needed.
Good instructors continually assess their students through formative (e.g., questioning
students) and summative (e.g., end of level tests) assessment methods and adjust their
teaching as needed to ensure that all students can learn the materials. It is recommended, that
instructors use both formative and summative assessments in the classroom because they both
can be used to gather information on student learning.
Summative assessments are given periodically to determine at a particular point in
time what students know and do not know. There are many types of summative assessments,
the best known examples would include:
• End-of-unit or chapter tests
• End-of-term or semester exams
Summative assessment only captures students learning at a particular point in time.
Therefore, many recommend using formative assessment that can provide instructors with
information they can used to adjust their teaching and improve student learning. Formative
assessment can be used when students are “practicing” learning the materials. Typically not
graded, formative assessments involve students in the assessment process and can help
motivate them to learn the materials. When using formative assessment, instructors can give
students “positive feedback” and provide them with the help they need to complete the
assigned task. Examples of formative instructional strategies would include:
Criteria and goal setting – Asking students about what they are planning to
accomplish (e.g., in today’s activity) and how they plan to do it. Making sure
if students know what is expected of them and the level of quality that is
needed in the activity.
19
Observations – walking around the room to gather evidence of student
learning.
Questioning strategies – Asking questions that probe for understanding.
Self and peer assessment – asking students to reflect on how they are doing
and asking their peers to also reflect.
Student record keeping – students keep records of their own work and this
helps to see where they are at in accomplishing a selected learning goal
V. CONCLUSION
Globalization and Thailand’s and ASEAN’s desire to compete and stay competitive
with the rest of the world will require it to develop and implement quality science,
technology, engineering and mathematics (STEM) education programs throughout all levels
of education in the region. Based on an American perspective of implementing STEM
education, the purpose of this paper was to provide suggestions for those considering
developing primary and secondary STEM education programs.
In this paper, the components of STEM were reviewed, followed by a discussion on
the meaning of STEM education. Next, discussions of the factors that need to be considered
when implementing STEM education were presented. Finally, the important factors that
program developers should consider when planning, developing and implementing quality
STEM education programs and curricula at the primary and secondary levels were reviewed.
Factors reviewed included those related to educational standards and learning objectives,
teachers, curriculum development, instructional approaches, STEM integration, and the
assessment and evaluation of STEM curricula and programs.
20
REFERENCES
Accreditation Board for Engineering and Technology (ABET). www.abet.org
ASEAN Ministerial Meeting on Science and Technology (AMMST, n.d.). Retrieved April
30, 2013 from: http://www.asean.org/communities/asean-economic-
community/category/asean-ministerial-meeting-on-science-and-technology-ammst
ASEAN Secretariat (2102). ASEAN Economic Community. Retrieved from:
http://www.asean.org/communities/asean-economic-community
Assavanonda, A. (April 30, 2013). New curriculum must ready students for the workforce.
The Bangkok Post. Retrieved April 30, 2013 from:
http://www.bangkokpost.com/opinion/opinion/347646/new-curriculum-must-ready-
students-for-the-workforce
Association of Southeast Asian Nations (n.d.). In Wikipedia. Retrieved March 30, 2013 from
http://en.wikipedia.org/wiki/Association_of_Southeast_Asian_Nations
Association of Southeast Asian Nations - ASEAN (2012). ASEAN Curriculum Sourcebook.
Retrieved from: http://www.asean.org/resources/publications/asean-
publications/item/asean-curriculumsourcebook
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Engineering Teacher, 70(1), pp. 30-35.
Education.com (n.d.). Inquiry-based Learning. Retrieved April 21, 2013 from:
http://www.education.com/definition/inquirybased-learning/
Engineering (n.d.). In Wikipedia. Retrieved March 30, 2013 from
http://en.wikipedia.org/wiki/Engineering
Garrison, C., & Ehringhaus, M. (2007). Formative and summative assessments in the
classroom. Retrieved May 6, 2013 from
http://www.amle.org/Publications/WebExclusive/Assessment/tabid/1120/Default.aspx
International Technology and Engineering Educators Education Association (ITEEA)
(2000/2002/2007). Standards for technological literacy: Content for the study of
technology. Reston, VA: Author Retrieved from:
http://www.iteea.org/TAA/PDFs/xstnd.pdf
Inquiry-based Learning (n.d.). In Wikipedia. Retrieved March 30, 2013 from
http://en.wikipedia.org/wiki/Inquiry-based_learning
Kelley, T.R. (2008). Examination of engineering design in curriculum content and
assessment practices of secondary technology education. Doctoral Dissertation
available at http://ncete.org/flash/pdfs/kelley_todd_200808_phd.pdf
National Research Council – NRC (2012). A Framework for K–12 Science Education.
http://www7.nationalacademies.org/bose/Standards_Framework_homepage.html
Next Generation Science Standards - NGSS (2013). Retrieved from:
http://www.nextgenscience.org
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SearchCIO-Midmarket, (2003). ICT (information and communications technology - or
technologies). Retrieved at from
http://searchcio-midmarket.techtarget.com/definition/ICT
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STEM to STEAM (2013). STEM to STEAM. Retrieved from: http://stemtosteam.org
The Levin Institute, (2013). What Is Globalization? Retrieved from:
http://www.globalization101.org/what-is-globalization
The Nation (December 12, 2012). Thai students drop in world maths and science study.
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inworld-maths-and-science-stud-30195966.html
Tsupros, N., R. Kohler, and J. Hallinen, 2009. STEM education: A project to identify the
missing components. A collaborative study conducted by the IU1 Center for STEM
Education and Carnegie Mellon University. Retrieved from
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Wiggins and McTighe (2005). Understanding by Design. Expanded 2nd Edition.
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(www.ascd.org)
About the Author:
Dr. Edward M. Reeve is a professor and teacher educator in area of Technology and
Engineering Education (TEE) in the School of Applied Sciences, Technology and Education
at Utah State University (USU). He has been at USU for more than 25 years where he has
worked to advance knowledge in the fields of technology and engineering education and
career and technical education. His professional interests are in the areas related to
educational standards, curriculum development in science, technology, engineering, and
mathematics (STEM), competency-based education, and internationalizing the curriculum.
Dr. Reeve received his PhD in education in industrial technology from The Ohio State
University with emphases areas in cognitive science and educational administration. He has
experience as a secondary school technology education teacher and as an administrator at the
collegiate level. He is a former international consultant to Thailand where worked on the
Thai Skills Development project that was sponsored by the Department of Skill Development
(DSD), Ministry of Labour and Social Welfare and was funded by a loan from the Royal Thai
Thailand Skills Development Project Government and Asian Development Bank (ADB). In
addition, he is a former Fulbright Scholar (Thailand) and Fulbright Senior Specialist
(Thailand) and American Council on Education (ACE) Fellow. He recently just completed a
three year term as President (2010-2103) of the Council on Technology and Engineering
Teacher Education (CTETE) and is now serving a three year term as a board member for
International Technology and Engineering Educators Education Association (ITEEA).
22
Appendix A
Sample Engineering Design
Student Activity Sheet
Engineering Design Challenge
M&M Candy Dispenser Conditions A store owner would like to reward the children who visit his store by
giving them a few free M&M’s candy.
Challenge Develop a prototype of “candy dispenser” that freely dispenses a few
M&M’s candy to children.
Criteria and
Constraints
Criteria: Must be able to freely dispense a few (3-6) M&M’s at a time.
Must hold at least one bag of M&M’s.
Constraints: Built using only materials and tools supplied. Must be
completed in five 50 minute class periods.
Resources Various tools, materials, and equipment available in the classroom.
Evaluation - Prototype (50%)
- Engineering Notebook Documenting Engineering Design Process
(25%)
- STEM Concepts (25%)
Teacher Information Sheet
Engineering Design Challenge M&M Candy Dispenser
1. Preparation - Obtain Resources: Tools, materials, and supplies for the activity.
- Prepare Student Worksheets.
- Obtain Engineering Notebooks
Review Learning Objectives of the Design Challenge:
1. To provide students with an opportunity to apply the design process.
2. To show how the concepts STEM are connected in product
development.
3. To learn to work together in a collaborative group setting.
4. To learn how to use common tools and equipment.
2. Presentation 1. The components of STEM and how they are connected.
2. The Engineering Design Process
3. Common Tools, Materials, and Equipment used in manufacturing.
4. The Engineering Design Challenge
3. Application Criteria: Must be able to freely dispense a few (3-6) M&M’s at a time.
Must hold at least one bag of M&M’s.
Constraints: Built using only materials and tools supplied. Must be
completed in five 50 minute class periods.
4. Evaluation - Prototype (50%)
- Engineering Notebook Documenting Engineering Design Process
(25%)
- STEM Concepts (25%)