Synthesis & Evaluation

MODEL OF A BRICK OR STONE OVEN AS A TRANSDISCIPLINARY PROJECT

The continuum of STEM integration or inclined plane model of STEM curriculum integration provides an entry point for us to consider the nature and significance of problem solving in STEM education(Vasquez, J. A.2014).

The continuum of STEM integration was proposed by Vasquez helps to develop learners' 21st century skills and define STEM education.

While individual teachers and grade-level teams will have important decisions to make about STEM integration within a single grade, it is important that the progression of learning related to STEM integration is delineated across all grade levels.

STEM knowledge, understanding and skills seem to be:

strengthened when the connections between learning areas are emphasised
enriched when learning areas combine to find authentic learning opportunities for students in answer to an identified problem or in the creation of a solution.

There is an increasing commitment to transdisciplinary approaches to STEM education rather than ‘convenient integration’

Such an approach encompasses real-world, problem-based learning and active and cohesive linking of the disciplines through teaching and learning experiences (English et al., 2017)

The biggest challenge for teachers is how they can incorporate a STEM project effectively using any integration approach such as transdisciplinary or interdisciplinary approach.

The problem arise due to some of the following reasons:

Planning and timetabling a STEM Project that is interdisciplinary or transdisciplinary
identify appropriate content from different STEM disciplines
How to teach or review content from different disciplines
How to asses different disciplines.

Challenges and Benefits of exploring STEM in industry context

Integrated STEM instruction is not meant to add to an already full curriculum, but to enhance the existing curriculum and find interactions among disciplines so that students can understand the interdependence among science, technology, engineering, and mathematics (Lynn A. Bryan et al ,2015). Not only understanding the interdependence among STEM disciplines but apply that understanding to solve real-world problems. We live in a connected, global community, and students should experience a school education that reflects this reality.

However, as previous mentioned , teachers are faced with the challenge of how they can effective incorporate those concepts from different STEM disciplines through an integrated activity or project in their plan, how best they can teach and assess the different STEM disciplines through their project or any activity that integrates different STEM disciplines.

English, L. (2017) also raised another concern of promoted equitable discipline representation of each STEM discipline. Teachers are also faced with the challenge weather their selected STEM project represents all the STEM disciplines or only one or two disciplines.

However, based on those challenges, already there are many frameworks online that teachers can use to effective develop, plan, teach and assess an integrated or STEM project. There are many STEM integrated approaches including those of Vasquez, Schneider, and Comer (2013) where different forms of boundary crossing are displayed along a continuum of increasing levels of interconnection and interdependence among the disciplines. Beginning with simple disciplinary approaches, where concepts and skills are learned separately in each discipline, the continuum progresses to multidisciplinary forms involving concepts and skills in each discipline being learned separately but within a common theme. Finally, transdisciplinary approaches encompass knowledge and skills learned from two or more disciplines applied to real-world problems and projects, thus shaping the total learning experience. Another STEM integrated approach that can be use for planning a STEM project or unit of work is the ACARA STEM Connections workbook. Beside that, Bryan et al. (2015) proposed a STEM Roadmap which can also be use including the STEM Vision framework proposed by Hobbs,et al, (2017).So, already there are many STEM integrated Frameworks that teachers can use to effective plan, teach and assess a STEM Project. Even countries and states such as Queensland have developed STEM strategies to prepare their young children to take advantage of the many opportunities a knowledge-based economy offers and become the entrepreneurs of tomorrow

However, having understood the different integration approaches, through the transdisciplinary approach I should manage to guide the students through the Technology Design Process for them to develop a model of their brick or stone oven project over a period of time which can be captured in my teaching program. Below is just an overview of what they should be doing in each stage of the Technology design process BUT aligned or connected to the curriculum standards captured in my curriculum connections highlighted previously.