As the originator of this thread I would like to throw in my own 2p
worth.
I have no problem with STEM as a useful collective describing word where
no word previously exists, however STEM is definitely not a word that
can be reserved for specialists and practitioners in the field as it is
already widely used amongst schools, teachers, students, (hence)
parents, and the general public.
Second point is that STEM is not a neutral word. It originates (so far
as I understand) from a politicised agenda about the future of the UK
economy and the supposed role of science, engineering, and the rest, and
qualifications for such, in the UK economy. As part of that agenda, it
appears that use of STEM has been forced upon everyone, in the way that
10 or so years ago bizarre bits of educational 'newspeak' were dreamed
up by the clever people in Blair's Number 10 private office and rapidly
promulgated into public discourse through the DfES (or was it DfEE,
DfE ?? hard to remember now). So people who I knew as promoters of
mathematics, or campaigners for public understanding of mathematics, are
no longer that, but have become STEM outreach coordinators, or STEM
challenge partners, or other baffling job titles.
All that said, It's great to hear from Liz that schools are "getting"
STEM. If the term can be wrested from official discourse and reborn as a
grass roots idea, that's excellent.
- Phillip
On Fri, 2010-10-08 at 09:20 +0000, Elizabeth Lister wrote:
> As all good posts should start:
>
>
>
> In my humble opinion….
>
>
>
> In the original article, the quoted example of confusion with regards
> to the use of the acronym STEM is stem cells. In fact, stem cells
> become a nice analogy for what I mean when I speak about working in
> STEM education.
>
>
>
> A stem cell is one that has the potential to become any other type of
> cell (broadly speaking). A STEM student also benefits from that same
> kind of potential - they can appreciate the variety, impact and
> opportunities that STEM offers both them as an individual and society
> as a whole.
>
>
>
> In the UK, people are starting to “get” STEM. Teachers are starting
> after-school STEM clubs; schools are organising departments and
> buildings based on STEM subjects working together; the talk is of
> STEM-qualified graduates and a STEM skilled workforce.
>
>
>
> I understand the problems associated with acronyms. The acronym STEM
> is also flawed, but it goes some way to address the problems inherent
> in the term “scientific literacy”. I think we should stick with STEM
> until something better comes along, rather than disposing of it
> altogether.
>
>
>
> Liz Lister
>
>
--
++++++
Dr Phillip Kent, London, UK
mathematics education technology research
[log in to unmask] mobile: 07950 952034
www.phillipkent.net
++++++
"Anything can happen in the next half-hour"
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