Stanislaw Paul Maj

21^st-century teaching and learning for STEM

Contact Author: Stanislaw Paul Maj (This email address is being protected from spambots. You need JavaScript enabled to view it.)

Assumption University, Thailand

SPM Consulting, Australia

BACKGROUND AND AIMS

STEM teaching is informed by learning theories. However, current learning theories, such as Constructivism, are based on subjective guidelines that are open to interpretation and can result in wide variations in the quality of learning outcomes. The American National Science Foundation (NSF) defined the Science of Learning (SoL) agenda with the goal of optimized learning for all. This can only be achieved if a learning theory is based on quantitative hard science principles. Within Australia the Science of Learning Research Centre (SLRC) was established. Research papers and reports aside the final SLRC outcome with practical implications was 12 PEN (psychology, education and neuroscience) principles e.g., Multitasking impairs memory & learning – all of which fail to meet the SoL objective. SoL research has largely ceased both in Australia and internationally. Cognitive Load Optimization (CLO), a new 21st Century quantitative learning theory, uniquely achieves the goal of the Science of Learning – optimized learning for all.  CLO is a paradigm shift and a methodology (procedures, guidelines metrics etc.) that is practical. Using CLO results in significant improvements in learning outcomes in all educational sectors and in all delivery modes.  

Yoshisuke Kumano ^a, Thomas Meagher ^b, Gillian Roehrig ^b

The challenges of STEM students’ research presentations between two countries and its implication for a future STEM learning model

Contact Author: Yoshisuke Kumano (This email address is being protected from spambots. You need JavaScript enabled to view it.)

^aSTEAM Education Institute, Shizuoka University, Japan

^bSTEM Education Centre, The University of Minnesota, US

BACKGROUND AND AIMS

In Japan, research into STEM/STEAM education began in 2013 with the initiation of the Next Generation Science Standards (Lead States, 2013) in the US, however, research specific for implementation of STEM teaching and learning were developed after 2016 in accordance with the “Science and Technology Basic Law of 2016”. Included in the 5^th iteration of this law was the “Science, Technology and Innovation Basic Law of 2020”. This edition encouraged research between Science, Technology, Innovation and Society, with development of STEM education.

Shizuoka University received special competitive funding from Japan Science and Technology Agency (JST) to create the “Shizuoka STEM Academy” as part of “Fostering the Next Generation Human Resources” programs. The Shizuoka STEM Academy provides informal STEM learning for 5-9^th grade students, and has been in continuous operation since its opening.