EARLY YEARS STEM (EYES) CURRICULUM

This is the official curriculum guide issued by the Department of Education in Philippines

2017

IEEE International STEM Education Conference , 2021

In Singapore and many countries, it was observed and reported that students have avoid to take up STEM courses because it is more difficult to read such courses. In addition, the STEM jobs do not offer remuneration as attractive as other professions such as doctors, lawyers, accountants or auditors. The country is currently experiencing lack of good engineers, technologists and scientists. TBSS started an initiative to introduce STEM to students at young age in both fun and effective learning way from 2017. Team TBSS designed and developed a 6-hour STEM targeting upper primary school pupils aged between 10 and 12 years old who are reading from primary 4 to primary 6 in schools. The program has been conducted several times with Henry Park Primary School. The process, findings and experiences will be shared in this paper.

This brief draws on research and development supported by the National Science Foundation to highlight important considerations about STEM educational experiences for young children and professional learning for educators who provide those experiences.

Global Education Review, 2014

International Journal of Advanced Research

STEM is a curriculum which is based on the idea of education the students in four specific disciplines -science, technology, engineering and mathematics, in an approach which it is based on real-life applications.

Technology, Knowledge, and Learning, 2018

Science, 2018

The Emergence of STEM Governments and industry are highlighting the importance and need for a highly capable STEM population with creativity, problem solving, critical thinking, and communication skills to ensure not only economic, but also social and cultural prosperity, making the world a better place to live in. Many research publications, reports and policies have been highlighting the importance of STEM lessons and educational experiences: 1. STEM lessons encourage children to go deeper in their understanding of important mathematics and science concepts. 2. Students become innovative critical thinkers and more able to make good decisions. 3. Students understand how to approach and solve problems. 4. Students develop a sense of ethics and social conscience. 5. Students develop good collaboration skills. STEM lessons and projects have a major emphasis on teamwork and communication. 6. Students become more technologically literate. 7. Students understand how their STEM coursework opens doors to future careers. (Jolly, 2017). Therefore, there have been calls to integrate STEM right across education systems and the need to prepare students with twenty-first-century skills through STEM-related teaching, especially at the grassroots at primary and second level (Roberts, 2012). “On its surface, “STEM” is the acronym of Science, Technology, Engineering, and Mathematics. However, when you pull that first layer away, you reveal the most elaborate puzzle in the education world. Most educators know what STEM stands for, but how many really know what it means?”(Gerlach, 2012). This article will focus on what STEM is? and the characteristics of truly authentic STEM learning experiences, activities and events accessed at: https://www.ista.ie/wp-content/uploads/2018/06/Science-May-2018-copy.pdf

2013

Our mission is to prepare students for success in the global community as lifelong learners. A.T.E.M.S. will foster an environment focused on innovative science, technology, engineering, and mathematics curriculum. Working independently and in teams, students will complete rigorous, real-world assignments and projects that prepare them for post-secondary ambitions.

Creative Education

In 2015 and 2017, we observed four preschool centres, researching science, maths and technology pedagogy and how opportunities presented themselves for learning in outdoor settings. The purpose of this paper is to interrogate STEM practises in the early years, practices that are informed by play-based education pedagogies, to understand approaches to STEM education. The research adopted a mixed methods approach which, in addition to our observations, included a pilot survey and educator interviews. These data are brought together to examine practices of STEM education in pre-schools. We were able to view preschool centres as places that provide varied, rich experiences for children to develop understandings of STEM. Importantly, we observed that children's STEM experiences enhance their self-belief in their ability to learn STEM, and these early years' opportunities trigger STEM appreciation and its value to everyday life. We were able to conclude from the research results that integrated STEM, particularly science and mathematics, arise through children's play and themes arising from their interests. The findings importantly highlight how different practices and pedagogies are used to support STEM learning.

Hellenic Journal of STEM Education

Over the last two decades, discussions, rhetoric, recommendations, and policies regarding STEM education have escalated among businesses and industry, policy makers, think tanks, and educators around the world. STEM education is cast as pivotal in increasing productivity, prosperity, and global competitiveness; as a lynchpin in addressing current and future socio-geo-political-economic challenges; as a panacea for filling shortages in workforce pipelines. In this commentary, we discuss the emergence of STEM acronym, its variants, and the rhetoric surrounding STEM that drives educational policy. We examine more closely the integration of STEM and present an example of how in our own work, we have begun to clarify the characteristics of integrated STEM that guide our projects. We summarize some of the research studies in the emerging field of integrated STEM that document its benefits and reflect on the opportunities afforded STEM educators for future research. This commentary is by n...

Mathematics Education Research Group of Australasia, 2017

The symposium provides an overview of the Early Years STEM Australia (ELSA) program. The conceptual underpinnings of the program are framed within STEM practices, rather than traditional thinking concerning the integration of discipline content knowledge. We will argue that our focus on practices is more aligned with the play-based and intentional teaching objectives of the Early Years Learning Framework (EYLF). The symposium describes the approach we have undertaken, the extent to which some of the practices align well to mathematics thinking, and the pedagogical framework used to stimulate play and create activities for the six learning apps that form part of the program.

2017

Tomorrow’s inventors and scientists are today’s curious young children—as long as those children are given ample chances to explore and are guided by adults equipped to support them. STEM Starts Early is the culmination of a deep inquiry supported by the National Science Foundation that aims to better understand the challenges to and opportunities in STEM learning as documented in a review of early childhood education research, policy, and practice and encourages collaboration between pivotal sectors to implement and sustain needed changes. The report features research by the FrameWorks Institute on some common misconceptions around early STEM learning, and how reframing the conversation can help the public overcome these often problematic ways of thinking, leading to a greater understanding of the importance of prioritizing and investing in STEM learning opportunities for all children. STEM Starts Early provides key recommendations for education leaders, researchers, and policymakers across the country to improve opportunities for children to become confident learners in science, technology, engineering and math. Learn more: http://bit.ly/2nxnAnD

Implementing STEM Pathway in Competence Based Curriculum: Lessons from STEM Model Schools Initiative, 2023

How can Secondary Schools support learners in STEM pathway? This is a pertinent question to think and act on-given that the first cohort of students to enroll in STEM pathway are expected soon (in 2026?). This article makes an attempt at this; first by giving an overview of the STEM Pathway, as envisioned in the Basic Education Curriculum Framework. Secondly, outlining the STEM Model School initiative by the Centre for Mathematics, Science and Technology Education in Africa (CEMASTEA). Thirdly, by illuminating commendable practices implemented in STEM Model School and suggested areas of improvement based on the research titled Impact of CEMASTEA's Initiatives in Promoting STEM Education in Kenya conducted by CEMASTEA during the Financial Year 2022/2023 Performance Contracting cycle.