POSITION PAPER

Name:

Institution Affiliation:

Instructor:

Date:

Teaching of Math and Science in today’s K-12 Classrooms

There is a debate between the proponents of STEAM education (Science, technology, engineering, art, and math) and those of STEM (science, technology, engineering, and math). The private and public sectors argue that nowadays the education system produces graduates who lack the required skills. There is need to instill in-depth knowledge into these students, especially science and math (Bequette & Bequette, 2012). Apart from equipping students with such skills, they should be able to apply them in real life to solve the day to day challenges facing the world. The discussion below is my take on the application of STEM and STEAM.

STEM and STEAM Analysis

Studying STEM allows a student to develop various skills and abilities known to promote the pursuit of success. For instance, one learns skills such as problem-solving tactics, entrepreneurship, critical thinking, innovation, communication skills, etc. The STEM enables learners to integrate scientific and mathematical skills and abilities and to apply such skills in real life. There is a big difference between STEP in the elementary grades and that one in upper grades. Primary grades have a system that strives for curricular connections, integration, and meaningfulness. As the student advances into the high categories, he/she goes through a STEM system which concentrates on career-preparation (Wallace, Vuksanovich & Carlile, 2010).

Most of the K-12 programs are under the banner of the STEM because it has desirable characteristics (Lindeman, Jabot & Berkley, 2014). For example, the STEM is real and has an engaging and motivating context. Furthermore, students use math and science knowledge and skills to apply in real life. The instructors also use inquiry-based teaching methods, which focus mostly on the student as an individual. Students also use such powers to solve engineering problem by the use of design process. Lastly, STEM system concentrates majorly on communication and teamwork (Perignat & Katz-Buonincontro, 2017). STEAM, on the other hand, involves the integration of the arts within the STEM system. The idea has officially gained focus and momentum. The truth is that STEM embraces the arts naturally since it involves product design, social science, language arts in communication, etc. STEM is, how, ever, focused on developing proper mathematical and scientific skills necessary for engineering (Harrison & Parks, 2017). The question now remains about how we can focus on art without losing our objective. Technology and design can assist artists to create art. The only issue here is that we are dealing with how art can serve to engineer and not vice versa. Artists might be missing the point about the importance of art. The educational system should integrate art into the STEM, if they have to, without messing up things. How will STEAM be? Ideally, art plays a crucial role in ensuring creativity and innovation, and it serves an essential purpose in making it possible to meet the needs of various individuals within the venture. It is evident that art provides job opportunities to most individuals in different continents and there is need to embrace it at any given instance.

Arts are essential in the learning process, especially for the underrepresented individuals. Skills might increase motivation in the application of STEP. The system might provide diversity in learning to accommodate all students. Art of communication and self-expression is possible because of the appreciation of arts in schools. It is important to note that STEM focuses on technical or scientific skills but does not concentrate on communication skills or entrepreneurship. For instance, employers and other interested groups have complained about the education system churning scientists and engineers who cannot communicate fluently. (Perignat & Katz-Buonincontro, 2017). Another option of inculcating techniques within the STEM system without causing an injustice to the system is by combining dance with one of the components of the STEM, e.g., science. The only issue with this strategy is that we would not have STEAM but an integrated STEM. I think shaping STEAM studies in a manner that allows students to explore chances where arts would fit comfortably. In that way, art would be an applied and practical discipline like science and math. STEM system concentrates majorly on communication and teamwork (Cheung & Slavin, 2013). The differentiation of the above approaches is critical in reinforcing the education sector, and there is a need for stakeholders to utilize all the possible procedures aiming towards improving the learning approach that individuals might depict in different instances. The use of computer graphics can assist in the creation of logos and customized designs used in presentations and exhibition. Persuasive writing can fit perfectly in the communication section, not forgetting technical writing too. It is imperative to understand all the elements of the education system and formulate the best policies that will reinforce the same and make it possible to address the needs that might arise within the same paradigm (Lindeman, Jabot & Berkley, 2014). In the process, learners will get the opportunity to improve their abilities and have a positive impact on their lives as well as that of the job market. In some developing countries, the mismatch between the forces within the education sector is the main reason that causes poverty, and there is a need for the most efficient approaches to mitigate the challenges at any given instance.

Additionally, there is need to apply common core math standards in both STEM and STEAM. Math should be more focused and integrated to improve performance amongst students (Bequette & Bequette, 2012). The teaching of mathematics must have a broader and deeper approach. Achieving this requires the education system should come up with high-quality standards of math, derived from international models combined with thorough research studies. Sources to be used might include the education department, professional bodies, public participation, scholars and assessment developers. Apart from mathematics standards, we also need to develop the next generation science standards. There is a need for a well-developed science education where students can have a profound comprehension of scientific content. Students should also develop essential skills such as inquiry, communication, flexibility and problem-solving capability (Harrison & Parks, 2017). Such skills will be beneficial to the learners all their lives.

Conclusion

In summary, the education system should involve the arts in STEM by allowing students to search for solutions to engineering problems by the application of inventive, playful and artistic methods. STEAM system should not focus too much on the arts in reality. Applied subjects should only help in more in-depth learning. Schools do not have the freedom of changing the STEM to STEAM but should increase their focus on the STEM.

References

Bequette, J. W., & Bequette, M. B. (2012). A place for art and design education in the STEM conversation. Art Education, 65(2), 40-47.

Cheung, A. C., & Slavin, R. E. (2013). The effectiveness of educational technology applications for enhancing mathematics achievement in K-12 classrooms: A meta-analysis. Educational research review, 9, 88-113.

Harrison, R. L., & Parks, B. (2017). How STEM Can Gain Some STEAM: Crafting Meaningful Collaborations Between STEM Disciplines and Inquiry-Based Writing Programs. In Writing Program and Writing Center Collaborations (pp. 117-139). Palgrave Macmillan US.

Lindeman, K. W., Jabot, M., & Berkley, M. T. (2014). The role of STEM (or STEAM) in the early childhood setting. In Learning across the early childhood curriculum (pp. 95-114). Emerald Group Publishing Limited.

Perignat, E., & Katz-Buonincontro, J. (2017). From STEM to STEAM: Using Brain-Compatible Strategies to Integrate the Arts, by David A. Sousa and Tom Pilecki.(2013). Thousand Oaks, CA: Sage. 280 pp.

Wallace, D., Vuksanovich, B., & Carlile, K. (2010, March). Work in progress–Building up STEAM–Exploring a comprehensive strategic partnership between STEM and the arts. In proceedings of ASEE 2010 North Central Sectional Conference, Pittsburgh, Pennsylvania.