Track 5: STEM
Course Title: Meaningful Learning in the STEM Environment
Rationale:
In this 21st century, scientific and technological innovations have become increasingly
important as we face the benefits and challenges of both globalization and a
knowledge-based economy. To succeed in this new information-based and highly
technological society, students need to develop their capabilities in Science,
Technology, Engineering and Mathematics (STEM) to levels much beyond what was
considered acceptable in the past. (National Academies of Science, 2007). STEM is
multidiscipline-based, incorporating the integration of other disciplinary knowledge into a
new whole. STEM education is a process for teaching and learning that offers students
opportunities to make sense of the world and take charge of their learning, rather than
learning isolated bits and pieces of content. In the STEM environment, there is an
emphasis on activities that allow students to engage in real world problems and
experiences through context-based, problem-based, enquiry-based learning activities
that lead to higher level thinking. The role of STEM cannot be underestimated in preparing students
for the challenges of the future. Innovation is key to economic growth and STEM is a key driver of innovation. A
STEM education provides foundations to acquire further skills as students make their
lifetime transitions to the labor market.
In this course, science education is intertwined with the other three areas. These areas
are focus together not only because the skills and knowledge in each discipline are
essential for students success, but also because these fields are deeply intertwined in
the real world and in how students learn most effectively. The participants are guided
and experienced instructional models which require students to be actively engaged in
cooperative environments where their instructors help facilitate creativity and inquiry
learning. They are encouraged to engage in discourse, shaping arguments, solving
problems, experimenting, designing, creating, and gathering supporting evidence. They
will also construct a learning environment to provide students opportunity to experience
discussion, debate, discovery, creation, and innovation.
Objectives:
The main objective of this course is to develop participants knowledge and skills in
teaching of mathematics in STEM education specifically to support students learning of
mathematics in a multidisciplinary environment and engage them in real world problems
and experiences.
At the end of the course, participants should be able to:
1. understand mathematics as the language in STEM education
2. provide appropriate contexts to help students integrate mathematics and other
subjects
3. develop student thinking and problem solving
4. integrate real world issues
5. use assessment to inform learning
6. collaboratively plan, design, implement, analyse and make conclusion of a quality
mathematics lesson plan
Course Contents:
This course is activity-oriented and participants will have to engage actively in initiating
activities that facilitate discussions, sharing of experiences, demonstrations, planning
and developing lessons in integrating mathematics in STEM education.
The major areas include:
1 Trends and Issues in Mathematics Education
1.1 STEM Education as a Multidisciplinary Approach to Learning
1.2 Mathematics in STEM Education
1.3 Key Elements of Good STEM Practice
1.4 Key Obstacles Hindering Cross-curricular Teaching and Learning
2 Strategies and Approaches to Promote Learning of Mathematics in a
Multidisciplinary Environment
2.1 Problem Solving
2.2 Contextual Learning
2.3 Problem-based Learning (PBL4C)
2.4 Project-based Learning
2.5 Questioning Techniques and Facilitation
3 Technology a Fundamental Part of Learning
3.1 Flexible Learning
3.2 Dynamic Mathematics Software
4 Assessment for Mathematics Learning in STEM Education
4.1 Assessment for Learning
4.2 Observation Skills
4.3 Instruments and Techniques of Assessment for Learning
5 Planning, Designing, Implementing and Improving Lesson Plans and Strategies
with Emphasis on Mathematics in STEM Environment using Tte Lesson Quality
Improvement Processes.
Duration:
Four Weeks
Participants:
Mathematics Educators or Key Primary/Secondary Mathematics Teachers
English Proficiency:
Minimum IELTS Band of 4.5 or Equivalent
Expected Output:
1. Group Project Work Report
2. Individual Multiplier Effect Action Plan
Track 5: STEM
Course Title: Enhancing Science, Technology, Engineering and Mathematics Learning
in Primary/Secondary Mathematics Classrooms
Rationale:
The term Science, Technology, Engineering and Mathematics (STEM) education
refers to teaching and learning in the fields of science, technology, engineering and
mathematics. Students need an education with a solid foundation in STEM so that they
are prepared to work and live in the 21st Century. A STEM education, particularly in the
enabling mathematics, is to provide the foundations to acquire further skills as they
make their lifetime transitions to the labor market.
Promoting mathematical processes such as problem solving, reasoning,
communication, making connections and representation with STEM approach might
bridge the gap between students interest and how lessons are taught. The research
finding in last two decades show that simulations, animations and game-based-learning
have promise for improving students learning outcomes in STEM education. These ICT
applications can enable STEM education as they teach skills such as critical thinking,
multitasking, strategizing, problem-solving, and team building. STEM has the potential
contribution when embedded with ICT such as increase global awareness through
collaboration with field experts and smarter classrooms, support exploration and
experimentation by providing immediate as well as visual feedback, and focus attention
on real-world applications of STEM concepts through relevant technologies.
Assessment can be integrated directly with learning environments through innovative
forms which takes place when using educational animations, simulations and games.
The integration of Information and Communication Technologies (ICT) into STEM
education is recognised as providing opportunities for developing skills for the 21st
century and having the potential to transform pedagogical practices.
Objectives:
The main objective of the course is to provide participants the necessary knowledge
and skills in conducting STEM in their own classrooms.
At the end of the course, participants should be able to:
1 acquire basic knowledge on mathematical thinking that promotes Science,
Technology, Engineering and Mathematics (STEM) education;
2 develop skills necessary to improve teaching and learning of STEM;
3 adopt necessary skills for effective teaching and learning of primary/secondary
mathematics
4 Integrate ICT in STEM Education using the tools such as Simulations,
Animations and Game-Based-Learning;
5 Assessment for STEM; and
6 Use the lesson quality improvement process to develop quality lesson plans that
illustrate the integration of computer games in mathematics lessons that promote
mathematical thinking;
Course Contents:
3
This course emphasizes a good learning of theory with reflective classroom practices
based on STEM. STEM has the potential to increase teachers and learners
productivity. The knowledge and skills acquired would enable them to initiate STEM for
improving primary/secondary mathematics classroom practices in their respective
schools upon returning to their own countries after this course.
The major areas include:
1 Mathematical Thinking
1.1 Issues and Trends in Mathematics Education
1.2 Design activities and classroom interactions that highlight the following
mathematical processes:
1.2.1 Problem Solving
1.2.2 Reasoning and Proving
1.2.3 Mathematical Connection
1.2.4 Representation
1.2.5 Communication
1.3 Metacognition
1.3.1 Metacognitive Knowledge
1.3.2 Metacognitive Representation
1.3.3 Metacognitive Experience
2 Teaching Approaches for Promoting STEM
2.1 Structured Problem Solving
2.2 Problem Solving [Model and Heuristics]
3 Skills needed for STEM
3.1 Facilitation Skills
3.2 Inquiry Skills
4 ICT Integration and Assessment for STEM
4.1 Simulations
4.2 Animations
4.3 Game-Based-Learning
5 Assessment for STEM
5.1 Technology-based Assessment for STEM Education
6 Lesson quality improvement process
6.1 Lesson quality improvement process (Theory into Practice);
6.2 Planning, developing, trying-out and improving quality lesson plans that
illustrate the integration of simulations, animations and games in
mathematics lessons that promote mathematical thinking in STEM
education;
Duration:
Four Weeks
Participants:
Mathematics Educators or Key Primary/Secondary Mathematics Teachers
English Proficiency:
Minimum IELTS Band of 4.5 or Equivalent
Expected Output:
1. Group Project Work Report
2. Individual Multiplier Effect Action Plan
