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Exploring the Debate: Merging STEM Disciplines vs. Teaching Them Separately

Anonymous

Department of Education, University of The People

EDUC 5282-01: Advanced Practices for Teaching the Stem Fields at the Secondary Level

Dr. Bhavika Vyas

February 7, 2024
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Introduction

The ongoing debate regarding the integration of Science, Technology, Engineering, and

Mathematics (STEM) disciplines into an interdisciplinary entity versus maintaining their

separate identities as distinct subjects is a topic of significant interest in education. To contribute

to this debate, I conducted comprehensive desk research to gather insights from various sources.

This paper provides a detailed analysis of the arguments for and against merging STEM

disciplines.

Interdisciplinary Approach:

Holistic Learning and Interconnectedness

Proponents of merging STEM disciplines argue that it promotes holistic learning and fosters

connections between different fields. According to Lantz (2009), integrating STEM subjects

encourages students to recognize the interrelatedness of scientific concepts, technological

applications, engineering principles, and mathematical reasoning. This approach aligns with the

concept-based teaching and learning advocated by the International Baccalaureate (Erickson,

2012), which emphasizes understanding overarching concepts across disciplines rather than

compartmentalized knowledge. By focusing on concepts such as systems, patterns, and

relationships, students can develop a deeper understanding of how STEM subjects intersect and

contribute to problem-solving in real-world contexts.

Application in Real-world Contexts

Additionally, an interdisciplinary approach to STEM education can better prepare students for

real-world challenges where knowledge from multiple disciplines is often combined to solve

complex problems (Lantz, 2009). By teaching STEM subjects as an interconnected whole,

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educators can facilitate a deeper understanding of how scientific principles are applied in

technological innovations, engineering designs, and mathematical modeling (Morrison, 2006).

Separate Subject Disciplines:

Preservation of Discipline-Specific Attributes

On the other hand, proponents of teaching STEM subjects separately argue that each discipline

has its own unique attributes and methodologies that may be diluted if merged. Morrison (2006)

highlights the distinct characteristics of science, technology, engineering, and mathematics,

cautioning against compromising their individual identities. For example, while science

emphasizes inquiry and experimentation, engineering focuses on problem-solving and design.

Teaching them as separate subjects allows for a more thorough exploration of each discipline's

principles and practices.

Tailoring Instruction for Depth of Understanding

Moreover, constructivist theories of teaching and learning suggest that learners construct their

understanding by actively engaging with content (Constructivism as a Paradigm for Teaching

and Learning, 2004). Teaching STEM subjects separately enables educators to tailor instruction

to suit the specific needs and interests of students within each discipline, thereby promoting

deeper learning and mastery of subject-specific skills.

Conclusion

All in all, the debate over whether to merge the four disciplines of STEM and teach them as an

interdisciplinary entity or continue teaching them as separate subjects is multifaceted. While

integrating an interdisciplinary approach may promote holistic understanding and better prepare

students for interdisciplinary challenges, teaching STEM subjects separately allows for a more

thorough exploration of each discipline's unique attributes and methodologies. Ultimately, the
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decision may depend on factors such as educational goals, curriculum design, and student needs

and preferences.
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References:

Erickson, L. (2012). Concept-based teaching and learning. International Baccalaureate.

http://www.ibmidatlantic.org/Concept_Based_Teaching_Learning.pdf

Lantz, H. B. (2009). Science, technology, engineering, and mathematics (STEM) education.

What form? What function?

https://dornsife.usc.edu/assets/sites/1/docs/jep/STEMEducationArticle.pdf

Morrison, J. S. (2006, August). TIES STEM education monograph series, attributes of STEM

education. TIES 2006. http://daytonos.com/pdf/stem.pdf

Constructivism as a Paradigm for Teaching and Learning. (2004). THIRTEEN - New York

Public Media. http://www.thirteen.org/edonline/concept2class/constructivism/