Potential and Challenges in Integrating Science and Mathematics in the Classroom Through Real-World Problems: A Case of Implementing an Interdisciplinary Approach to STEM

The Science, Technology, Engineering, and Mathematics (STEM) disciplines have traditionally been woefully unsuccessful in attracting, retaining, and graduating acceptable numbers of Underrepresented Minorities (URMs). A new paradigm of STEM practices is needed to address this vexing problem. This chapter highlights a novel interdisciplinary approach to STEM education. Instead of being siloed and mired in their respective STEM disciplines, students integrate real world, inquiry-based learning that is underpinned by a strong foundation in mathematics and a myriad of other pillars of STEM activities. These activities include Peer-Assisted Learning Workshops, Mentoring Programs, Undergraduate Research Experiences, STEM Exposure Trips, Conference Participation, and Peer Leadership. This strategy enhances STEM education among URMs by purposefully connecting and integrating knowledge and skills from across the STEM disciplines to solve real-world problems, by synthesizing and transferring knowledge across disciplinary boundaries, and by building critical thinking skills in a manner that is relevant to their experiences and yet transformative.

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Real-world problems through computational thinking tools and concepts: the case of coronavirus disease (COVID-19)

Journal of Research in Innovative Teaching & Learning ◽

10.1108/jrit-12-2020-0085 ◽

2021 ◽

Vol ahead-of-print (ahead-of-print) ◽

Author(s):

Hatice Beyza Sezer ◽

Immaculate Kizito Namukasa

Keyword(s):

Mathematical Models ◽

Real World ◽

Computational Thinking ◽

Recovery Process ◽

Control Measures ◽

Content Type ◽

Knowledge And Skills ◽

Four Dimensions ◽

And Mathematics ◽

Real World Problems

PurposeMany mathematical models have been shared to communicate about the COVID-19 outbreak; however, they require advanced mathematical skills. The main purpose of this study is to investigate in which way computational thinking (CT) tools and concepts are helpful to better understand the outbreak, and how the context of disease could be used as a real-world context to promote elementary and middle-grade students' mathematical and computational knowledge and skills.Design/methodology/approachIn this study, the authors used a qualitative research design, specifically content analysis, and analyzed two simulations of basic SIR models designed in a Scratch. The authors examine the extent to which they help with the understanding of the parameters, rates and the effect of variations in control measures in the mathematical models.FindingsThis paper investigated the four dimensions of sample simulations: initialization, movements, transmission, recovery process and their connections to school mathematical and computational concepts.Research limitations/implicationsA major limitation is that this study took place during the pandemic and the authors could not collect empirical data.Practical implicationsTeaching mathematical modeling and computer programming is enhanced by elaborating in a specific context. This may serve as a springboard for encouraging students to engage in real-world problems and to promote using their knowledge and skills in making well-informed decisions in future crises.Originality/valueThis research not only sheds light on the way of helping students respond to the challenges of the outbreak but also explores the opportunities it offers to motivate students by showing the value and relevance of CT and mathematics (Albrecht and Karabenick, 2018).

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Science, Technology, Engineering, and Mathematics (STEM) as A Learning Approach to Improve 21st Century Skills: A Review

International Journal of Online and Biomedical Engineering (iJOE) ◽

10.3991/ijoe.v16i07.14101 ◽

2020 ◽

Vol 16 (07) ◽

pp. 95

Author(s):

Suci Fajrina ◽

Lufri Lufri ◽

Yuni Ahda

Keyword(s):

21St Century ◽

Real World ◽

21St Century Skills ◽

Interdisciplinary Approach ◽

Learning Approach ◽

Comprehensive Review ◽

Science Technology ◽

Global Companies ◽

And Mathematics ◽

The Relationship

<p class="0abstract">Science, Technology, Engineering, and Mathematics (STEM) is an interdisciplinary approach where academic concept coupled with a lesson or problems that exist in the real world so that students can apply science, technology, engineering, and mathematics in a context that makes the relationship between the school, community, work, and global companies that will emerge the ability to compete in the 21st-century integration of STEM in the classroom Form comprise of three, including integrated content, supporting an integrated content, or integrated context, STEM in its application aims to develop thinking, reasoning, teamwork, investigation, and 21st-century skills that can be used by students in all areas in their life, 21st-century skills to learn and innovate include critical thinking, creativity, communication, and collaboration known as the "Four Cs". This paper provides a comprehensive review of STEM as a learning approach to improve their skills, especially the skills of the 21st century "Four Cs" of the students. Skills "Four Cs" becomes one key to success is to be competitive in entering the era of information and knowledge.</p>

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Enhancing Diversity in STEM Interdisciplinary Learning

Cases on Interdisciplinary Research Trends in Science, Technology, Engineering, and Mathematics - Advances in Educational Technologies and Instructional Design ◽

10.4018/978-1-4666-2214-2.ch010 ◽

2013 ◽

pp. 237-267 ◽

Cited By ~ 1

Author(s):

Reginald A. Blake ◽

Janet Liou-Mark

Keyword(s):

Stem Education ◽

Real World ◽

Undergraduate Research ◽

Interdisciplinary Approach ◽

Thinking Skills ◽

New Paradigm ◽

Research Experiences ◽

Stem Disciplines ◽

And Mathematics ◽

Diversity In Stem

The Science, Technology, Engineering, and Mathematics (STEM) disciplines have traditionally been woefully unsuccessful in attracting, retaining, and graduating acceptable numbers of Underrepresented Minorities (URMs). A new paradigm of STEM practices is needed to address this vexing problem. This chapter highlights a novel interdisciplinary approach to STEM education. Instead of being siloed and mired in their respective STEM disciplines, students integrate real world, inquiry-based learning that is underpinned by a strong foundation in mathematics and a myriad of other pillars of STEM activities. These activities include Peer-Assisted Learning Workshops, Mentoring Programs, Undergraduate Research Experiences, STEM Exposure Trips, Conference Participation, and Peer Leadership. This strategy enhances STEM education among URMs by purposefully connecting and integrating knowledge and skills from across the STEM disciplines to solve real-world problems, by synthesizing and transferring knowledge across disciplinary boundaries, and by building critical thinking skills in a manner that is relevant to their experiences and yet transformative.

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How Interdisciplinarians Work

Journal of Interdisciplinary Studies in Education ◽

10.32674/jise.vi0.1452 ◽

2019 ◽

Vol 8 (2) ◽

pp. 112-129

Author(s):

Sharon Woodill ◽

Richard Plate ◽

Nathan Jagoda

Keyword(s):

Real World ◽

Interdisciplinary Research ◽

Educational Experiences ◽

Interdisciplinary Approach ◽

Interdisciplinary Studies ◽

Structured Interviews ◽

Research Complex ◽

Real World Problems

Interdisciplinary research requires an approach different from research performed within a specific disciplinary framework. This paper reports on a study that was motivated by a perceived difference between how interdisciplinary research is done by scholars and how it is taught to students. A total of 21 semi-structured interviews were conducted with professional scholars who had presented at one of the Association for Interdisciplinary Studies recent annual conferences with the objective of exploring how professional scholars approach and perform interdisciplinary research. Three themes that arose from these interviews—1) the importance of an exploratory disposition, 2) a lack of concern for interdisciplinary boundaries, and 3) the importance of mentorship and community—have relevance in terms of how we design curriculum and educational experiences to prepare students to research complex, real-world problems that require an interdisciplinary approach.

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Analyzing Energy and Resource Problems: An Interdisciplinary Approach with Mathematical Modeling

Mathematics Teacher ◽

10.5951/mt.86.8.0628 ◽

1993 ◽

Vol 86 (8) ◽

pp. 628-633

Author(s):

Joseph Fishman

Keyword(s):

Mathematical Modeling ◽

Real World ◽

Core Curriculum ◽

Data Gathering ◽

Interdisciplinary Approach ◽

School Students ◽

Evaluation Standards ◽

Problem Solving Strategies ◽

Different Levels ◽

Real World Problems

The Curriculum and Evaluation Standards (NCTM 1989) recommends that students learn to recognize and formulate problems, develop problem-solving strategies, and apply the process of mathematical modeling to real-world problems. It recommends that secondary school students have the opportunity to experience the pervasiveness of functions through real-world relationships and sketching graphs of data. Gathering and analyzing data and developing models can generate interest among students at different levels of mathematical abilities and facilitate cooperative learning-important aspects of the core curriculum advocated in the curriculum standards.

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STEAM Pedagogy as an Approach for Teacher Professional Development

Mathematics Education Forum Chitwan ◽

10.3126/mefc.v5i5.34760 ◽

2020 ◽

Vol 5 (5) ◽

pp. 28-33

Author(s):

Sanjaya Kumar Pant ◽

Bal Chandra Luitel ◽

Binod Prasad Pant

Keyword(s):

Professional Development ◽

Teacher Professional Development ◽

Real World ◽

Ways Of Knowing ◽

Training Module ◽

Science Technology ◽

Teacher Professional ◽

And Mathematics ◽

And Training ◽

Real World Problems

The ongoing in-service teacher learning or formal teacher professional development (TPD) is too conventional and de-escalating as the disciplinary skills and knowledge of teacher is insufficient to solve real world problems which are multi-disciplinary in origin. Thus, there is a critical need to explore and introduce multidisciplinary pedagogy with wise integration of science, technology, engineering, arts and mathematics (STEAM) concepts as an approach for TPD. This paper aims to explore the possible approaches of introducing STEAM pedagogy as an approach for TPD. This argumentative paper is prepared with the help of relevant and useful literatures. We argue the urgent need to integrate arts and technology in subject disciplines and design STEAM projects and training module as a neo-approach for TPD. This approach is equally useful for pre-service as well as in-service school teachers to develop multidisciplinary ways of knowing and solving real world problems.

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