If you are from education you may have heard the word “STEM” a lot. The term became popular so quickly, it is often understood in different ways by different people. STEM is an acronym formed by the junction of the words Science, Technology, Engineering and Mathematics, but the meaning goes far beyond the mere combination of the terms, and that is exactly what will be explored in this text.

A bit of history

It would be unfair to date the STEM methodology as something of the 21st century. Much has been done in this area within science labs and even in home garages before the beginning of this century, especially in the United States. However, with the geometrically evolving development of technology and human knowledge throughout the 1990s, there was a growing concern among American leaders that the number of students interested in these areas was not keeping up with the demand from the fastest growing sectors in the economy. . Thus, an effort to encourage students to pursue related careers began to be articulated.

It was in the early 2000s that the acronym STEM was articulated by Judith A. Ramaley, assistant director in education at the National Science Foundation, to portray the integrated curriculum she and her team were developing.

But it was not until 2009 that word got stronger when the Obama administration announced measures to support the STEM curriculum, which would encourage American students to pursue careers in related fields. The movement was incorporated into American daily life and soon spread around the world.

What is the STEM movement anyway?

When it comes to STEM, one of the key terms is integration. The activities purposefully combine the disciplines of the acronym for these areas being treated as of great importance for the present and future market.

The science part usually encompasses the sciences of nature, such as biology, chemistry and physics, but is not restricted to them alone. Proposals may involve languages, earth sciences, history, among others.

The math part includes, for example, algebra, geometry and calculus.

When it comes to technology, topics can include computer programming, drone construction, arduino design analysis and design, and more.

Engineering can include areas such as electronics, robotics, civil engineering, structure design and so on. The possibilities are endless and the ways to develop student activities are varied, always providing students with the opportunity to gain and apply relevant knowledge of the “real world” in the classroom, and of the “real world” classroom.

Much more than just a junction between areas, STEM is designed to inspire a generation of children to be interested in these areas. That is why there is no universal rule for STEM education to happen, but some characteristics common to all activities.

In terms of methodology, STEM education comes as a proposal to the lagged model of education we have. Therefore, it takes the teacher as the main agent of the teaching-learning process and puts him as a facilitator. The student becomes an active agent in the process.

Another intrinsic feature of STEM activities is that they are project-based activities and research. Out of a challenging problem, a project is designed encouraging students to look for solutions. Instead of the teacher presenting

established facts or a definite path in learning, he begins by raising questions, or problems, and proposes that the student discover for himself the knowledge of that content, always encouraging the student to describe what he is observing, his own. formulated hypotheses and acquired conclusions.

What about socio-emotional and personal skills?

Although socio-emotional and personal skills may not at first appear to be part of STEM, the core of the proposal is permeated by the development of skills in the area, following the trend of the business world.

Increasingly, the world’s leading companies are moving away from “traditional” work environments to environments that foster teamwork and creativity. Google, for example, encourages its employees to spend up to 20% of their work time on ideas and projects that they have a passion for, even if it’s something outside the main job. That is, the cubicles and the aligned tables are on the verge of extinction.

The STEM philosophy also includes the development of skills and abilities that the market seeks. You can’t tell what kind of jobs will be available to students in the near future, but it sure has something to do with being able to communicate ideas effectively, with enthusiasm and passion, collaboration, teamwork, creativity, autonomy, responsibility. , ethics, trust, among other socio-emotional and personal skills.

What is NOT STEM?

With the popularization of STEM, we see the increase of activities in schools and even toys in stores, bringing the name with it, as marketing, but not everything that bears the name STEM is indeed. For example, doing an activity where students play with kinetic sand and build different shapes can be very learning-but cannot be called STEM, even if scientific jargon such as chemical compound or bonds is used in the activity.

To be more precise, it should not even be called scientific activity because it does not make students observe, classify, compare, measure, which are characteristic verbs of what we call science.

If the activity does not develop the child’s ability to solve problems, if it cannot be transformed to the point where it can be done in other ways, if it does not promote critical thinking, experimentation, trial and error, and fun, then it should not be called STEM.

Anyway …

STEM in education is here to stay, it is an innovative pedagogical proposal in view of the social / technological changes that the modern world is going through, and the plastered and unstimulating teaching that the traditional school presents. The model brings the student freedom to act, proposals closer to everyday life and makes the child a promoter of change. And for this to happen not necessarily requires a specific space, the science laboratory itself can be a different space. It is only important to employ project-based strategies that support reflection and action as a focus on solving a problem.