Principles of STEM Education

There are many principles to successfully incorporate STEM into a second-

ary classroom. These principles are listed below:

• If multiple subjects are involved, students may begin to see connections

rather than viewing learning as applicable to only one ‘box’. However, a
multidisciplinary approach presents a particular challenge for second-
ary schools because it is often at odds with the way our schools are set
up. Working with other teachers to create a multi-disciplinary project will
strengthen the experience for students.

• Connections to the real world are also vital to make the learning relevant
and useful for students. Investigating issues that students have empathy
towards could motivate them to take action.

• A STEM unit should allow students to be active participants in their learn-

ing through ‘doing’. In this way, as previously mentioned, STEM is likely to
capture student interest and motivation.

• It is important to make the aim explicit in learning tasks so that students

can evaluate their outcome effectively.

• Students should be provided with an opportunity to take responsibility for

their learning. This can help students become self-directed learners who
monitor and adjust their approach. Feedback from peers, teachers and
self evaluations would be critical in allowing students to practice metacog-
nition and improve future learning.

• Often STEM involves solving a problem and the best solution is rarely the
first iteration, so being willing to make mistakes and learn from them is an
important skill for both students and staff to put into practice.

• Collaborating and working in teams allows students to develop their so-

cial skills and learn from each other in accordance with holistic education
goals. Seeker

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