![]() ![]() It is thought that STEM learning activity will cultivate skills such as creativity, critical thinking, problem-solving, and decision-making, while problems related to the humanities such as politics, economics, and society can also be considered to be linked to STEM knowledge (Banks & Barlex, 2014 Daugherty, 2009). The literacy cultivated through STEM education can develop an individual’s decision-making ability, enabling them to understand and address various real-world problems. Integrated education in the STEM education system in K-12 schools needs to be improved as a national policy to ensure that the future generation possesses adequate skills to work in these fields.įurthermore, STEM education is also required to foster skills such as problem-solving and nurturing literacy in each STEM subject (Bybee, 2010). In the UK, the Royal Society ( 2016) issued a guidebook called “Making education your business” to support companies in teaching STEM education to promote employment and increase interest in the STEM field. In the USA, a report from the Committee on STEM Education, National Science and Technology Council ( 2013) indicated that to maintain American superiority in innovation, it would be necessary to ensure that the STEM workforce has excellent skills and training. STEM education aims at enhancing the workforce related to the STEM field and nurturing STEM literacy in order to address the major challenges of the twenty-first century (Bybee, 2010). Science, technology, engineering, and mathematics (STEM) have been promoted as an educational reform project on a national scale in Europe, the USA, and elsewhere. Although this framework is theoretical, it can be useful in determining an adequate practice of STEM education and clarifying the relationship between STEM education and technology education. It can be inferred that the key point for practicing STEM education is to examine and design the appropriate order and combination of the learning process and activities based on the proposed conceptual framework. The conceptual framework suggests that a means to improve the practice of STEM education is to retain the principles of science, technology, and mathematics in the activity of engineering. We proposed a conceptual framework for the appropriate practice of STEM education based on the principles of subjects in the Japanese curriculum. We positioned engineering, which means creating structures, processes, systems, etc., as a practical STEM activity and attempted to relate it to the unique perspectives and thinking styles of mathematics, science, and technology. Next, to determine the concept of engineering in STEM education, we referred to the definition of engineering presented in Japan, the USA, and the UK. Resultsįirst, we referred to the perspectives and thinking styles of the fields of science, technology, and mathematics in the Japanese curriculum to specify the approach of the education system to each subject included in STEM. In response to this need, this commentary proposes a conceptual framework for the appropriate practice of STEM education. Therefore, it is necessary to propose an appropriate framework for practice of STEM from the viewpoint of technology education. Moreover, the positioning and characteristics of the technology included in each STEM field are unclear. However, practice and research are being conducted without clear definitions and methods for STEM education. School education should improve science, technology, engineering, and mathematics (STEM) ability not only in science and mathematics but also in technology and engineering.
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