{"id":5308,"date":"2020-05-18T00:00:00","date_gmt":"2020-05-18T00:00:00","guid":{"rendered":""},"modified":"2025-03-29T15:14:14","modified_gmt":"2025-03-29T15:14:14","slug":"critical-analysis-of-stem-teaching","status":"publish","type":"post","link":"https:\/\/www.ukessays.com\/essays\/teaching\/critical-analysis-of-stem-teaching.php","title":{"rendered":"Critical Analysis of STEM Teaching"},"content":{"rendered":"

Through a young learner\u2019s early years, it is encouraged students are involved ‘in Design and technology \u2013 spoken as a singular rather than plural term \u2013 a holistic activity, involving thinking and doing, action and reflection (Davies, Howe, Collier, Digby, Earle, McMahon, 2014, pg. 8)’. Through experiencing science concepts hands-on, students are given an important opportunity to develop a different way of thinking, as they engage in the crucial role of play. As a result, early stage 1 gain an in-depth look into dinosaurs for 6-7 weeks, 1.5-2 hours a week they develop ideas about fossils and materials that are suitable for modelling use.<\/p>\n

Identification of developmentally appropriate science and technology concepts<\/h2>\n

In order to develop appropriate science and technology concepts, students are initially required to gain an in-depth analysis of what a \u2018living thing\u2019 is. This stem based unit of work requires students to gain an understanding of what living things are, therefore learn the basic needs of organisms such as food, water and reproduction. This fluency of learning scientific concepts, continues on in the unit including \u2018Dinosaurs’ and the \u2018fossils\u2019 involved.<\/p>\n

Unfortunately, dinosaurs are not a concept in the NSW syllabus despite being paramount in earth\u2019s history and an area which some children are extremely passionate about. As captured by Kelly (1993, pg. 136) \u2018dinosaurs are the most powerful things young children can think of\u2019 and therefore are a useful introduction to scientific concepts as they are perfect for \u2018children to collect, categorise, and master\u2019 (pg. 138).<\/p>\n

Through using an interesting topic, students will immersive themselves in what is taught using their intrinsic motivation (Sullo, 2009) to meet other syllabus outcomes. The clear relationship between the unit and syllabus uses dinosaurs to creatively branch into other syllabus dot points e.g. what organisms need to have a strong, length, three-dimensional, space, multiplication. This STEM unit further introduces students to mathematical concepts as students identify the properties of a range of fossils, quantify their experiences and collect data by counting and comparing relative amounts and size (length, weight) and describing shape. (Ashbrook, 2019, pg. 2).<\/p>\n

Development of proficient skills in working scientifically AND design and produce<\/h2>\n

It is important students are given to opportunity, to confidently engage independently in the design process, negotiate, solve problems and imagine alternative futures (Davis, Howe, Collie, Digby, Earle and Mchon, 2014, pg. 29). The introduction of the unit limits student\u2019s autonomy as educators instead focus on class discussions as students share what they know and build on their own ideas. Through the teacher modelling what they want their class to achieve, early stage one is given a scaffold\/aim on what they are required to do.<\/p>\n

Further, supported as Fleer (2016) states ‘in the early years students begin to manage projects with support from peers and teachers.’ The teacher poses questions throughout the unit which forces children to think creatively about the topic and therefore will begin to gain the skill of questioning and prediction. Hareln and Qualter (2004) support that in science practical experience is enhanced through discussion and sharing of ideas. Furthermore, students will be taught to plan and conduct investigation. By the end of the first lesson students are given the independence to use a design brief, their creativity and passion to solve a problem<\/p>\n

Lesson one:<\/h3>\n