Why STEM? Why now? Educating for technologies, or technologies for education?
Why STEM? Why now? Educating for technologies, or technologies for education?
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为什么选择 STEM？
作者：
M. Tan
摘要STEM运动是最近出现的一种现象，作为学校系统和研究中心的宠儿教育项目，受到了全世界的关注。这种兴趣无疑是由STEM为持续物质财富而假定的必要性的经济理由，以及关于未来将需要一种与我们目前拥有的不同类型的专业知识的主张推动的。然而，不是作为一种保守的反应，而是作为一种批判性的反应，对我们来说，更清楚地知道我们希望学生学习什么是很重要的。此外，作为研究人员和实践者，我们必须将炒作与现实区分开来，这仅仅是因为我们需要从我们的集体制度历史中吸取教训，并声称对我们工作的方向拥有某种形式的所有权。跨学科的STEM教育确实为教育工作者提供了深入面对诸如发明伦理以及描述性学科和规范性学科之间的区别等问题的机会。然而，这些收益可能会被更响亮的呼声所淹没，人们要求用华而不实的新东西来装满重新布置的家具。这篇评论旨在提醒社区做艰苦、平淡无奇的工作，以实现有价值的学习。
ABSTRACT The STEM movement is a recent phenomenon receiving worldwide attention as the darling educational project for school systems and research centres. This interest has no doubt been fuelled by economic rationales of the supposed necessity of STEM for continued material wealth, and the claims that the future will require a different sort of expertise than what we currently possess. However, not as a conservative response, but as a critical one, it is important for us to become clearer about what it is that we would want students to learn. In addition, as researchers and practitioners, it is imperative that we distinguish hype from reality, if only because we need to learn from our collective institutional histories and claim some form of ownership over the direction of our work. Interdisciplinary STEM education does provide opportunities for educators to deeply confront such issues as the ethics of invention, and the distinction between the descriptive and normative disciplines. Yet, these gains are likely to be drowned out by the much louder clamour for flashy new things to fill new rooms with rearranged furniture. This commentary is intended as a reminder to the community to do the hard, unglamorous work required to make worthwhile learning happen.