Design as the basis for integrated STEM education: A philosophical framework
STEM—science, technology, engineering, and mathematics—has become important as an educational construct and phenomenon in recent years. However, it is only just recently that STEM education has begun to be examined from a philosophical point of view. There is therefore a need for further investigati...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
Frontiers Media S.A.
2023-02-01
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| Series: | Frontiers in Education |
| Subjects: | |
| Online Access: | https://www.frontiersin.org/articles/10.3389/feduc.2023.1078313/full |
| _version_ | 1797896732932046848 |
|---|---|
| author | Jonas Hallström Piet Ankiewicz |
| author_facet | Jonas Hallström Piet Ankiewicz |
| author_sort | Jonas Hallström |
| collection | DOAJ |
| description | STEM—science, technology, engineering, and mathematics—has become important as an educational construct and phenomenon in recent years. However, it is only just recently that STEM education has begun to be examined from a philosophical point of view. There is therefore a need for further investigation of its philosophical basis, particularly in relation to integrated STEM education (iSTEM). Recent conceptual and empirical studies emphasize the crucial role of design in achieving successful STEM integration, and design thinking has also lately gained traction in such integration. The aim of this study is to investigate an integrated philosophy of STEM education, based on the methodological backbone of design. The research methodology consisted of a critical review of the literature regarding the philosophy of STEM (education), science, technology, engineering, mathematics, and STEM education research, related to the current issues of integrating the various STEM subjects. We thus base the philosophical framework on philosophy and studies from/on the STEM subjects in education. It is concluded that from a methodological point of view, design holds promising affordances for unifying the STEM subjects through “pure STEM problems”. Design as part of, for instance, particular engineering design projects may consequently require the “design” of applicable scientific experiments as well as mathematics expressions and formulae specifically when engaging in technological modeling. |
| first_indexed | 2024-04-10T07:47:27Z |
| format | Article |
| id | doaj.art-3456df861e114bba8bfff6cccff044af |
| institution | Directory Open Access Journal |
| issn | 2504-284X |
| language | English |
| last_indexed | 2024-04-10T07:47:27Z |
| publishDate | 2023-02-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Education |
| spelling | doaj.art-3456df861e114bba8bfff6cccff044af2023-02-23T10:28:34ZengFrontiers Media S.A.Frontiers in Education2504-284X2023-02-01810.3389/feduc.2023.10783131078313Design as the basis for integrated STEM education: A philosophical frameworkJonas Hallström0Piet Ankiewicz1Department of Behavioural Sciences and Learning, Linköping University, Linköping, SwedenFaculty of Education, University of Johannesburg, Johannesburg, South AfricaSTEM—science, technology, engineering, and mathematics—has become important as an educational construct and phenomenon in recent years. However, it is only just recently that STEM education has begun to be examined from a philosophical point of view. There is therefore a need for further investigation of its philosophical basis, particularly in relation to integrated STEM education (iSTEM). Recent conceptual and empirical studies emphasize the crucial role of design in achieving successful STEM integration, and design thinking has also lately gained traction in such integration. The aim of this study is to investigate an integrated philosophy of STEM education, based on the methodological backbone of design. The research methodology consisted of a critical review of the literature regarding the philosophy of STEM (education), science, technology, engineering, mathematics, and STEM education research, related to the current issues of integrating the various STEM subjects. We thus base the philosophical framework on philosophy and studies from/on the STEM subjects in education. It is concluded that from a methodological point of view, design holds promising affordances for unifying the STEM subjects through “pure STEM problems”. Design as part of, for instance, particular engineering design projects may consequently require the “design” of applicable scientific experiments as well as mathematics expressions and formulae specifically when engaging in technological modeling.https://www.frontiersin.org/articles/10.3389/feduc.2023.1078313/fullSTEM educationiSTEMdesignphilosophy of technologyScienceTechnology |
| spellingShingle | Jonas Hallström Piet Ankiewicz Design as the basis for integrated STEM education: A philosophical framework Frontiers in Education STEM education iSTEM design philosophy of technology Science Technology |
| title | Design as the basis for integrated STEM education: A philosophical framework |
| title_full | Design as the basis for integrated STEM education: A philosophical framework |
| title_fullStr | Design as the basis for integrated STEM education: A philosophical framework |
| title_full_unstemmed | Design as the basis for integrated STEM education: A philosophical framework |
| title_short | Design as the basis for integrated STEM education: A philosophical framework |
| title_sort | design as the basis for integrated stem education a philosophical framework |
| topic | STEM education iSTEM design philosophy of technology Science Technology |
| url | https://www.frontiersin.org/articles/10.3389/feduc.2023.1078313/full |
| work_keys_str_mv | AT jonashallstrom designasthebasisforintegratedstemeducationaphilosophicalframework AT pietankiewicz designasthebasisforintegratedstemeducationaphilosophicalframework |