Reflective Journal on STEM policy and science education: scientistic curriculum and

sociopolitical silences

Prepared by: Gladys B. Balancar

The reading on Stem policy and science education: scientistic curriculum and
sociopolitical silences contends the declining interest of the students in studying STEM
and teachers’ difficulty in teaching sociopolitical aspects of STEM and environmental
issues. An authentic STEM education is expected to build students’ conceptual
knowledge of the inter-related nature of science and mathematics, in order to allow
students to develop their understanding of engineering and technology (Hernandez et
al., 2014). Thus, there is a great impact on the teachers’ way of teaching and teachers’
knowledge on a certain subject towards the students’ interest in their chosen field of
interest. In this paper, this is the most challenging part of being a teacher. The teacher
need not only teaches but also emphasizes the importance on the application of such
knowledge in real life situation in order for the students’ to see the relevance on the
application of lesson. It is crucial for the teacher to get involve in professional
development programs to improve their science content knowledge, science
pedagogical knowledge, and confidence in teaching science if the school administration
lacks its support for teachers’ professional growth. Several issues regarding the crisis in
science education were mentioned. These include diminishing proportion of students
studying sciences which results to the shortage of skilled science professionals. If only
the country will set or make policies regarding this dilemma, this will bring about the
solution to country’s problem.

In the Philippines, the progress is slow when it comes to innovation since the
government allotted minimal amount on this part. This also the reason behind why our
scientists and engineers went abroad for employment. Addressing this problem on
empowering science education may probably boost our economy.

Reference

Hernandez, P. R., Bodin, R., Elliott, J. W., Ibrahim, B., RamboHernandez, K. E., Chen, T. W., & de Miranda,
M. A. (2014). Connecting the STEM dots: measuring the effect of an integrated engineering design
intervention. International Journal of Technology and Design Education, 24(1), 107-120.