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RESEARCH PAPER
Interdisciplinary STEM education foundational concepts: Implementation for knowledge creation
1
Faculty of Education, Monash University, Melbourne, VIC, AUSTRALIA
2
Department of Physics Education, Universitas Pendidikan Indonesia, Bandung, INDONESIA
Publication date: 2024-10-15
EURASIA J. Math., Sci Tech. Ed 2024;20(10):em2523
KEYWORDS
STEM foundational conceptsinterdisciplinary thinkinginterdisciplinary learningSTEM Educationdesign thinkingmakerspaces
ABSTRACT
Interdisciplinary thinking is essential to understanding and solving real-life problems and requires
multiple disciplinary viewpoints. Research into STEM education highlights that it promotes an
interdisciplinary learning process integrating science, mathematics, engineering, and mathematics
knowledge and skills. However, STEM definitions are varied, and implementation
recommendations are scant, resulting in diversity in the development and implementation of the
learning process. This study critically analyses the literature to determine the fundamental
concepts of STEM education and STEM discipline integration. Our analysis discovers six key
components of STEM education, encompassing the integration of discipline, utilization of multiple
representations, engagement with realistic and relevant problems, application of the engineering
design process, encouragement of active collaboration, and emphasis on student-centered
learning approaches. Then, we transform these key components to a practical learning process.
The STEM-DTaM (STEM with Design Thinking and Makerspace) learning model consists of seven
steps. We then unfold how this proposed learning could facilitate interdisciplinary thinking
construction.
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| eISSN: | 1305-8223 |
| ISSN: | 1305-8215 |
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