senior high student example of concept paper about education

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Substance of stem education concept paper

Senior high school (stem 12), xavier university - ateneo de cagayan.

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Developing the future substance of stem education: a concept paper.

Developed for NSF grant: The Future Substance of STEM Education: Learning in the 21st Century Authors: Punya Mishra, Ariel Anbar, Ben Scragg & Lawrence Ragan December 2019

Introduction “What knowledge is of most worth?” is a question asked over a 100 years ago by the English philosopher, Herbert Spencer, in an essay with the same name. This question resonates even today, though the context within which it is asked has changed dramatically. It is unclear how successful current approaches to education are in preparing students for the economic, environmental, and societal disruptions that accompany the advance of global civilization and technology. Learning to succeed in this world, transformed as it is by the forces of globalization and rapid advances in technology, requires new kinds of learning and new forms of knowledge. This is particularly true of learning in the STEM disciplines. The citizens of tomorrow must be better able to understand, discover, develop, and implement innovative and principled solutions to complex, transdisciplinary problems in a rapidly changing environment. We need to equip the public at large to become STEM-savvy problem-solvers and to anticipate problems arising from multifaceted challenges: the environmental challenges of the Anthropocene; the economic pressures of machine learning and artificial intelligence; and the social challenges of an increasingly rapid pace of environmental, technological, and economic change. Responses to this challenge have focused on two main questions: How we teach STEM and who we teach. For instance, in response to the question of how we teach, colleges and universities are shifting from lecture-based classrooms to ones that focus on evidence-based, active learning modalities even while rethinking the nature of assessment (moving from knowing to understanding). The issue of who we teach has expanded as well. The representational and networking capabilities of digital technologies are playing an important role in expanding to more diverse (and often underrepresented or non-traditional) groups. By comparison we have paid less attention to what we teach in STEM programs in colleges and universities— the substance of STEM education . STEM courses and degree programs are largely organized around traditional disciplinary definitions and within traditional disciplinary boundaries, even as the most pressing problems require crossing STEM disciplines and even integrating beyond STEM into other domains of knowledge. A key dimension of this interdisciplinarity is the need to develop a deeper understanding of the moral and ethical foundations of STEM education. As we know, most of the challenges facing the world today (whether it be climate change or disruptions caused by social media) are consequences of previous decisions, often made without significant consideration of the deeper philosophical and humanistic values. We have to develop approaches that understand the broader societal impacts of our decision making, particularly keeping in mind the unforeseen and unintended consequences of our efforts.

thinking are characterized by highly complex and deeply ingrained mental processes specific to traditional domains, such as applying mathematical ways of thinking to solve everyday problems or applying scientific ways of thinking to understanding the natural world. Excellence in traditional academic domains such as English and mathematics are considered to be the foundations upon which other 21st century skills are to be developed. 1 Digital & information literacy . Digital and information literacy can be defined as the ability to effectively and thoughtfully evaluate, navigate and construct information using a range of digital technologies and thus to function fluently in a digital world. An important part of this is the ability to effectively seek out, organize and process information from a variety of media. 1 Cross-disciplinary knowledge . Cross-disciplinary knowledge is knowledge that integrates and synthesizes information from across fields or domains such as the application of knowledge to new contexts in the pursuit of specific end goals. Synthesis can be related to both constructing meaning (i. making sense of different domains and their relationships) and to the generation of new ideas (i. trans-disciplinary creativity). 2. Meta knowledge (to act)****_._ The skills, mindsets, and attitudes that address the process of working with foundational knowledge. Meta-knowledge is, in other contexts, have been called the “4-C’s”—Creativity, Communication, Collaboration and Critical Thinking. Meta-knowledge enables learners to interpret information, make informed decisions, create and design new possibilities, work in collaborative teams, and convey ideas through multiple modalities—essentially, to turn knowledge into action. The three sub-categories under this construct are: problem solving & critical thinking, communication & collaboration, and creativity & innovation . 2 Problem solving & critical thinking. Critical thinking involves the ability to interpret information and make informed decisions based on such information. Problem solving is conceptualized as the use of critical thinking skills towards the effective resolution of a specific problem or towards a specific end goal. It requires a comfort with ambiguity, a willingness experiment and test ideas before committing to a solution. 2 Communication & collaboration . Communication involves the ability to clearly articulate oneself through a range of media: oral, written, non-verbal, and digital; as well as the skills necessary to be an active and respectful listener to

diverse audiences. Collaboration includes similar dimensions as communication, but also includes important individual contributions such as flexibility, willingness to participate, and recognition of group and individual efforts and success. 2 Creativity & innovation . Creativity and innovation involve applying a wide range of knowledge and skills in the generation of novel and worthwhile products (tangible or intangible) as well as the ability to evaluate, elaborate, and refine ideas and products within organizational and/or social contexts. 3. Humanistic Knowledge (to value) . Humanistic knowledge include attributes that provide a learner with a vision and narrative of the self within social contexts, scaling from local to global. It includes life and job skills, cultural competence in a global context, as well as awareness of how the actions of the individual affects others and the ability to assess those actions against a set of broader humanistic standards. The three main sub-categories are: life / job skills / leadership, cultural competence, and ethical / emotional awareness . 3 Life skills, job skills & leadership . Life skills, job skills and leadership are those that serve to create lifelong learners, capable of success beyond the confines of the classroom including aspects of personal and professional leadership. Job and life skills serve to effectively manage and organize one’s efforts, those that serve to coordinate and organize relevant and important information, and those that serve in the development of end products (tangible and intangible) in the pursuit of specific solutions to relevant problems. 3 Cultural competence . Cultural competence also includes aspects of personal, interpersonal, and intercultural competence evidenced through effective communication and collaboration and appreciation of ideas and emotions of all types of individuals. Cultural competence, like ethical awareness, is essential for social and economic success as a result of increased cultural diversity from globalization. 3 Ethical & emotional awareness . Ethical awareness included the knowledge and skills necessary for success in a culturally diverse society, such as the ability to imagine oneself in someone else’s position and feel with that individual as well as the ability to engage in ethical decision making. It also includes the ability to intuit the feelings of others, as well as a deep understanding of human emotions and successful human interactions.

The 15 frameworks we analyzed include reports from educational organizations (such as the American Association of Colleges and Universities, Cisco, Microsoft and Intel, the Educational Testing Service, the Center for Public Education, the International Society for Technology in Education, WestEd, The Partnership for 21st Century Skills, the MacArthur Foundation, Center for Public Education, the National Academy of Engineering); international bodies (such as the European Union); business interests (such as the Organization for Economic Cooperation and Development and the Metiri Group); and individual scholars (such as Howard Gardner and Yong Zhao) and popular writers (such as Daniel Pink).

A complete, annotated list of the documents analyzed, as well as the method of coding and analysis can be found in:

Kereluik, K., Mishra, P., Fahnoe, C., & Terry, L. (2013). What knowledge is of most worth: Teacher knowledge for 21st century learning. Journal of Digital Learning in Teacher Education, 29 (4), 127-

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Course : Senior High School (STEM 12)

University : xavier university - ateneo de cagayan.

senior high student example of concept paper about education

Discover more from: Senior High School STEM 12 Xavier University - Ateneo de Cagayan 605 Documents Go to course
More from: Senior High School STEM 12 Xavier University - Ateneo de Cagayan 605 Documents Go to course