Framework for Integrating STEM in TVET Presented by Raymond A. Dixon, Ph.D., University of Idaho, USA Disraeli Hutton, Ph.D., University of the West Indies, Jamaica

Caribbean and Jamaican Context Economic and Social Survey of Jamaica by the PIOJ, illustrates that approximately 14% of the students who were trained at the UWI Mona campus and the University of Technology between the years 2007 and 2011 were trained in STEM fields.

Caribbean and Jamaican Context  Warde and Sah (2014) recommends sustainable development through economic diversification built upon a new economic pillar of services and products derived by harnessing STEM.  This paradigm shift, would require a reform in STEM education and the integration of entrepreneurship in the curriculum as early as grade 8 (Warde & Sah, 2014).  Availability of adequately trained teachers in mathematics and key science subjects remains a concern in the region (World Bank, 2013).

Caribbean and Jamaican Context The recommendations they made for the multilevel modification of STEM education include the following:  STEM learning that encompass activities both inside and outside the classroom  Syllabus updates and STEM teacher professional development  Using indigenous everyday material as teaching resources and  Maximizing the use of the web

STEM Education for Workplace Practice  Integrated STEM pedagogy  Interdisciplinary approach to learning where rigorous academic concepts are coupled with real-world lessons as students apply science, technology, engineering and mathematics in contexts that make connections between school, community, work and the global enterprise, (Tsupros, Kohler, & Hallinen, 2009)  Integrated STEM education include approaches that explore teaching and learning between/among any two or more of the STEM subject areas, and/or between a STEM subject and one or more other school subjects” (Sanders, 2009)

STEM Education for Workplace Practice  Advocates of more integrated approaches to K–12 STEM education argue STEM subjects can become more relevant to students if they are taught in a more connected manner, using the context of real- world issues.  This can enhance motivation for learning and improve student’s interest, achievement, and persistence.

STEM Education for Workplace Practice  Integrated STEM education includes a range of different experiences that involve some degree of connection, not just a single, well-defined experience. The integrated activities may be accomplished in several ways, including:  Engagements in one or several class periods  Engagements throughout a curriculum  Organized with a single course  Organized with an entire school  Encompassed an out-of-school activity

STEM Standards  The past two decades in the USA have seen an increased focus in educational standards to address the connections of content across the STEM domains  Standards for Technological Literacy (ITEA, 2007)  Common Core  Next generation of Science Standards (NAE & NRC, 2013)

Integrated STEM Research lags behind  Results are mixed  Math and science is the most studied integrated STEM pedagogy  In a meta-analysis of 31 studies, Hurley (2001) found that the effect size for mathematics achievement was positive and large when using a sequenced integration model—that is science and mathematics are planned and taught with one preceding the other—but much lower for all other models of integration, such as total integration and parallel instruction.  Using either science or mathematics as the major discipline of instruction both enhanced instruction and total integration

Integrated STEM Research lags behind  Scientific concepts known to be challenging to students was better understood when students used mathematics as a resource to represent and model natural systems (Lehrer & Schauble (2006).  Studies at the middle and high school levels indicate that it might be difficult to improve mathematics achievement by trying to integrate mathematics into another disciplinary context (NEA & NRC, 2014; Hartzler, 2000)  using engineering design to enhance the learning of mathematics and science have also showed mixed results  students may not spontaneously make connections  Connections between the representations and notation systems used for design and for science need to be made explicit to students

TVET facilitating STEM Learning  Students in the technology courses that had mathematics-infused content reported that the subject was more important and interesting than did the students in comparison group. Their perception of mathematics and importance of mathematics for technology also increase (Burghardt & colleagues, 2010)  Integrating engineering with biology concepts in a health care context using lecture and hands-on activities, results showed increased interest and more positive attitudes toward science and engineering (Monterastelli, Bayles, & Ross, 2011)

TVET facilitating STEM Learning  Students participated in the designing of a prosthetic arm. Students who participated in the design project reported “increased interest in engineering as a potential career as well as increased confidence in mathematics and science, although girls scored lower than boys in terms of their interest in engineering as a career and in their beliefs that they could become engineers (High, Thomas, & Redmond, 2010).  Students grasp STEM concept because of the contextual, situated, concrete way in which TVET courses deliver STEM.

TVET facilitating STEM Learning  Advance technology programs in TVET, like its counterpart in Career and Technical Education (CTE), draws upon “scientific method, cutting-edge technologies, mathematical thinking skills that contribute to innovation and problem solving, and the systems-thinking that undergirds engineering and design to create new services and solutions to meet customer demands” (ACTE, 2009, p.4)  Rigorous TVET programs can provide a strong foundation for and serve as a delivery system of STEM competencies and skills for a broader range of students (NASDCTEc, 2013).

Framework to integrate STEM  Asunda (2014) proposed a framework to promote STEM literacy that engages students in problem-based learning that is built upon theories of.  Constructivism  Situated Learning  Systems thinking  Goal orientation theory Pragmatism must drive the delivery systems, contexts, and resources expended.

Framework to integrate STEM

Integrated STEM at the Primary Level

Integrated STEM at the Secondary Level

Integrating STEM and TVET at the University Level  Interdisciplinary studies borne from collaborative initiatives between different programs on campus.  Compartmentalization is artificial and often does not reflect the complex problems in the real world.  Sequence of interdisciplinary curriculums  Interdisciplinary collaboration in STEM and TVET can lead to new areas of research, products, services, and businesses.

Integrating STEM and TVET at the University Level  Sciences can partner with TVET programs to address pressing societal issues.  Engineering can partner with biosciences, sport programs, arts and entertainment in the pursuit of new products and services.  Capstone projects on campus should reflect interdisciplinary collaboration.  Centers for innovation and interdisciplinary studies can be established.

Conclusions  Does not require a dismantling of the educational system  Reorientation of how teaching and learning is administered  More robust research in the Caribbean  Informed pedagogy/didactics in teacher ed  Professional development

Questions