Evolution of STEM, STEAM and STREAM Education in Africa: The Implication of the Knowledge Gap
Developing countries have limitations in almost every area of modernization. These limitations are not limited to only education and the classroom in which teachers and learners exercise their duties but also other aspects of human endeavors. Scholarly approaches embraced by educators in the quest t...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
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The Institute of Research and Community Services, Universitas Terbuka
2020-11-01
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| Series: | International Journal of Research in STEM Education |
| Subjects: | |
| Online Access: | http://journals.rsfpress.com/index.php/ijrse/article/view/227/pdf |
| Summary: | Developing countries have limitations in almost every area of modernization. These limitations are not limited to only education and the classroom in which teachers and learners exercise their duties but also other aspects of human endeavors. Scholarly approaches embraced by educators in the quest to evolve knowledge, especially those whose basis arises from Science and Mathematics, have generated considerable improvement over the years. These approaches beget a pattern aimed at preparing emerging learners with up to date knowledge on how best to solve challenges required of complex yet everyday human life. The goal of education and, by extension, science is to equip citizens with the requisite skills to embrace challenges and solve everyday human problems. This article exposes the trend in STEM, STEAM, and STREAM approaches, as well as the rationale for each of the appendage components of the evolution. The global application of robots in areas with a shortage of manpower is a trend in the global economy and governance. Africa’s classroom integration and limitation of technology in classroom learning can potentially be resolved with solutions from robotics. A measure of the grounds covered in the developing countries and the gap expected to be covered were extensively explored. The limitation in knowledge, expertise, and resources to cope with these emerging trends for purposeful and meaningful classroom integration in Africa were investigated. |
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| ISSN: | 2721-3242 2721-2904 |