THE PLANNING OF INTEGRATED STEM EDUCATION BASED ON STANDARDS AND CONTEXTUAL ISSUES OF SUSTAINABLE DEVELOPMENT GOALS (SDG)
Two important features in Science Technology Engineering Mathematics (STEM) education are integration and solving real world problems. Despite the efforts to promote STEM education awareness and interest among students and teachers, documented studies on how to explicitly integrate the existing STEM subjects curriculum standards in solving real world problems are limited. This paper describes the planning of after-school STEM education program focusing on relevant global issues related to Sustainable Development Goals (SDG) that integrates the existing curriculum standards of three STEM subject in the lower secondary level. The data collection is mainly through document analysis of the three individual STEM subjects’ standard documents and the planned curriculum map for the school, along with the document on ‘Education for Sustainable Development Goals Learning Objectives’. Four possible design challenges were formulated based on the themes in SDG incorporating selected standards from the three STEM subjects as well as addition of a few new related concepts and skills. The description offers a way to assist educators in planning similar STEM education lesson or programmes or activities through integration of the existing individual STEM disciplines curriculum standards for different level and context relevant to the students.
Keywords: Contextual problem solving, integration, standard-based, STEM education, Sustainable Development Goals (SDG).
Cite as: Loh, S. L., Pang, V., & Lajium, D. (2019). The planning of integrated STEM education based on standards and contextual issues of Sustainable Development Goals (SDG). Journal of Nusantara Studies, 4(1), 300-315. http://dx.doi.org/10.24200/jonus.vol4iss1pp300-315
Barroso, L. R., Nite, S. B., Morgan, J. R., Bicer, A., Capraro, R. M., & Capraro, M. M. (2016). Using the engineering design process as the structure for project-based learning: An informal STEM activity on bridge-building. ISEC 2016 - Proceedings of the 6th IEEE Integrated STEM Education Conference, 5 March (pp. 249-256). New Jersey: Piscataway.
Bowen, G. A. (2009). Document analysis as a qualitative research method. Quality Research Journal, 9(2), 27-40.
Curriculum Development Division. (2017a). Siri Bahan Sumber Sains, Teknologi, Engineering dan Matematik (STEM). BSTEM Biologi. Putrajaya, Malaysia: Ministry of Education.
Curriculum Development Division. (2017b). Siri Bahan Sumber Sains, Teknologi, Engineering dan Matematik (STEM). BSTEM Fizik. Putrajaya, Malaysia: Ministry of Education.
Curriculum Development Division. (2017c). Siri Bahan Sumber Sains, Teknologi, Engineering dan Matematik (STEM). BSTEM Kimia. Putrajaya, Malaysia: Ministry of Education.
Curriculum Development Division. (2017d). Siri Bahan Sumber Sains, Teknologi, Engineering dan Matematik (STEM). BSTEM Matematik Tambahan. Putrajaya, Malaysia: Ministry of Education.
Curriculum Development Division. (2017e). Siri Bahan Sumber Sains, Teknologi, Engineering dan Matematik (STEM). BSTEM Rekacipta. Putrajaya, Malaysia: Ministry of Education.
Curriculum Development Division. (2017f). Siri Bahan Sumber Sains, Teknologi, Engineering dan Matematik (STEM). BSTEM Sains Komputer. Putrajaya, Malaysia: Ministry of Education.
Bryan, L. A., Moore, T. J., Johnson, C. C., & Roehrig, G. H. (2016). Integrated STEM education. In C. C. Johnson, E. E. Peters-Burton, & T. J. Moore (Eds.), STEM road map. A framework for integrated STEM education. New York, NY, USA: Routledge.
Bybee, R. W. (2013). The case for STEM education. Opportunities and Challenges. USA: NSTA Press.
Clough, M. P. & Olson, J. K. (2016). Final commentary: Connecting science and engineering practices: A cautionary perspective. In J. Annetta, L.A. & Minogue (Ed.), Connecting Science and Engineering Education Practices in Meaningful Ways (Vol. 44) (pp. 373-385). Switzerland: Springer International Publishing.
Cook, M. P. (2006). Visual representations in science education: The influence of prior knowledge and cognitive load theory on instructional design principles. Science Education, 90(1), 1073-1091.
Cunningham, C. M. & Lachapelle, P. (2016). Designing engineering experiences to engage all students. Educational Designer, 3(9), 1-26.
Drake, S. M. (2012). Creating standards-based integrated curriculum. Thousand Oaks, CA, USA: Corwin Press.
English, L. D., King, D., & Smeed, J. (2017). Advancing integrated STEM learning through engineering design: Sixth-grade students’ design and construction of earthquake resistant buildings. The Journal of Educational Research, 110(3), 255-271.
English, L. D. & King, D. T. (2015). STEM learning through engineering design: Fourth-grade students’ investigations in aerospace. International Journal of STEM Education, 2(14), 1-18.
Guzey, S. S. & Moore, T. J. (2015). Assessment of curricular materials for integrated STEM education (RTP, Strand 4). In ASEE Annual Conference & Exposition (pp. 1-26).
Guzey, S. S., Moore, T. J., & Harwell, M. (2016). Building up STEM: An analysis of teacher- developed engineering design-based STEM integration curricular materials. Journal of Pre-College Engineering Education Research, 6(1), 10-29.
Guzey, S. S., Moore, T. J., Harwell, M., & Moreno, M. (2016). STEM integration in middle school life science: Student learning and attitudes. Journal of Science Education and Technology, 25(4), 550-560.
Joffe, H. & Yardley, L. (2004). Content and thematic analysis. In D. F. Marks & L. Yardley (Eds.), Research methods for clinical and health psychology (pp. 56-68). London, UK: Sage Publications, Inc.
Jolly, A. (2017). STEM by Design. Strategies and activities for Grades 4 – 8. New York: Routledge.
Kelley, T. R. & Knowles, J. G. (2016). A conceptual framework for integrated STEM education. International Journal of STEM Education, 3(11), 1-11.
Kennedy, T. J. & Odell, M. R. L. (2014). Engaging students in STEM education. Science Education International, 25(3), 246-258.
Kim, Y., Chu, H.-E., & Lim, G. (2015). Science curriculum changes and STEM education in East Asia. In M. S. Khine (Ed.), Science education in east Asia: Pedagogical innovations and research-informed practices (pp. 149-226). Switzerland: Springer International Publishing.
Larmer, J., Mergendoller, J., & Boss, S. (2015). Setting the standard for project based learning. Alexandria, VA: ASCD.
Merriam, S. B. (1998). Qualitative research and case study applications in education. San Francisco, CA, USA: Jossey-Bass.
Ministry of Education. (2016). Panduan pelaksanaan sains, teknologi, kejuruteraan dan matematik (STEM) dalam pengajaran dan pembelajaran. Putrajaya, Malaysia: Ministry of Education.
Moore, T. J., Glancy, A. W., Tank, K. M., Kersten, J. A., Smith, K. A., & Stohlmann, M. S. (2014). A framework for quality K-12 engineering education: Research and development. Journal of Pre-College Engineering Education Research, 4(1), 1-13.
National Research Council & National Academy of Engineering. (2014). STEM Integration in K-12 Education. Wahington D.C., USA: National Academies Press.
Patton, M. Q. (2002). Qualitative research & evaluation methods. Thousand Oaks, CA: Sage Publications, Inc.
Piaget, J. (1952). The origins of intelligence in children. New York, NY, USA: W W Norton & Co.
Pilot, A. & Bulte, A. (2006). Why do you “need to know”? Context-based education. International Journal of Science Education, 28(9), 953-956.
Pitt, J. (2009). Blurring the boundaries – STEM education and education for sustainable development. Design and Technology Education: An International Journal, 14(1), 37-48.
Roschelle, J. (1995). Learning in interactive environments: Prior knowledge and new experience. In J. H. Falk & L. D. Dierking (Eds.), Public institutions for personal learning: Establishing a research agenda (pp. 37-51). Washington, DC: American Association of Museums.
Sevian, H., Dori, Y. J., & Parchmann, I. (2018). How does STEM context-based learning work: What we know and what we still do not know and what we still do not know. International Journal of Science Education, 40(10), 1095-1107.
Slough, S. W. & Milam, J. (2013). Theoretical framework for the design of STEM project-based learning. In R.M. Capraro, M.M. Capraro, & J.R. Morgan, STEM Project-Based Learning: An integrated science, technology, engineering, and mathematics (STEM) approach (pp. 15–27). Boston: Sense Publishers.
Sahin, A. (2013). STEM clubs and science fair competitions: Effects on post-secondary matriculation. Journal of STEM Education: Innovations and Research, 14(1), 5-11.
Stake, R. (1995). The art of case study research. Thousand Oaks, CA: Sage.
Truesdell, P. (2014). Engineering essentials for STEM instruction. VA, USA: ASCD.
UNESCO. (2017). Education for sustainable development goals. Learning objectives. Paris, France: United Nations Educational, Scientific and Cultural Organization.
Vasquez, J. A. (2014). STEM-beyond-the-acronym.pdf. Educational Leadership, 72(4), 11-15.
Vygotsky, L. (1978). Interaction between learning and development. In Gauvain & Cole (Eds.), Readings on the Development of Children (pp. 34-40). New York: Scientific Amereican Books.
Vygotsky, L. S. (1997). Interaction between learning and development. In M. Gauvain & M. Cole (Eds.), Readings on the development of children (2nd edition) (pp. 29-36). Cambridge, MA: Harvard University Press.
Wood, D., Bruner, J. S., & Ross, G. (1976). The role of tutoring in problem solving. Journal of Child Psychology and Psychiatry, and Allied Disciplines, 17(2), 89-100.
Xie, Y., Fang, M., & Shauman, K. (2015). STEM education. Annual Review of Sociology, 41(1), 331-357.
Yoder, S., Bodary, S., & Johnson, C. C. (2016). Effective program characteristics, start-up, and advocacy for STEM. In C. C. Johnson, E. E. Peters-Burton, & T. J. Moore (Eds.), STEM road map. A framework for integrated STEM education (pp. 211-237). New York, NY, USA: Routledge.