The Texas STEM education toolkit provides a variety of insights and suggestions in regard to the current implementation of STEM within classrooms. First, the importance of awareness and engagement is highlighted. As suggested by the Texas Education Agency, this can only be achieved through a cooperative effort of educational organizations and community members. In the case of students within schools, this would require parental engagement, specifically with STEM themes, activities, and events. This component of the report is vital as it suggests that extracurricular or additional activities are vital in cementing strong STEM skills among students. As such, efficient management and organization of relevant programs, tools, and experiences are necessary for educational organizations and facilities. As such, the resources provided by the Texas Education Agency are informative and instructive in elements that contribute to improved STEM awareness. Two specific components are especially prominent and will be discussed in this reflection. First, the elimination of misconceptions is vital in outlining programs that are direct and prioritize clarity. Second, the toolkit describes modes of thinking, with design thinking being vitally relevant to the administration of STEM programs.
Misconceptions about STEM can be substantial and can directly affect the ways in which STEM is integrated into educational life. As such, addressing these misconceptions is essential for the introduction of STEM topics to students. The toolkit provided by the Texas Education Agency highlights the most prominent misconceptions and accurate and clear responses to them (Texas Education Agency, n.d.). The first addresses whether all elements of STEM are taught as equal subjects. The toolkit successfully illustrates that all STEM subjects are really deeply inter-connected and STEM-focused educational activities prioritize the development of thought processes. It is also vital to note that STEM-based programs are often centered on problem-solving and challenge-driven tasks and experiences. However, as the toolkit explains, such challenges come in a great variety and not all STEM-focused processes are driven by complex problem-solving. The most common misconception that is harmful to STEM in school is the belief that STEM subjects may only be introduced within high school classrooms. In fact, the toolkit proposes that it is essential for STEM subjects to begin much earlier in order to increase students’ preparedness. The analysis and discussion of these misconceptions are important parts of the report as they directly relate to many of the issues that may appear within STEM-focused class programs.
Design thinking refers to a methodology that is creative and user-centered in nature. It presents an alternative approach to problem-solving to a more common mathematical and engineering approach. The central elements of the thinking method include empathy, context, creativity, insight, rationality, and the analysis of feedback (Texas Education Agency, n.d.). Design thinking may often be inserted into programs or tasks unknowingly, but using it intentionally can be very beneficial for furthering STEM education. Much like other methodologies, design thinking is still focused on a solution and relevant actions in order to engage in problem-solving. However, these results may achieved through methods that rely more deeply on imagination, logic, and intuition. This form of confronting STEM-based challenges may be more efficient for younger students or those who prefer alternative approaches. It reflects the Engineering Design Process by following a similar path that includes empathizing, defining, considering, prototyping, and testing solutions. The design thinking method can thereby benefit the development and performance of STEM-based programs and events.
References
Texas Education Agency. (n.d.). Design thinking. Texas Education Agency. Web.
Texas Education Agency. (n.d.). STEM misconceptions. Texas Education Agency. Web.