Events put focus on STEM learning and teaching

SUNDAY, MARCH 06, 2016
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Events put focus on STEM learning and teaching

Education chief notes importance of four elements of learning for Thailand

SEVERAL high-profile events have put Thailand’s science, technology, engineering and maths (STEM) education under the spotlight. 
The attention is huge as educational experts have highlighted STEM education’s many benefits. For children, STEM can build up a systematic approach to analyse things and solve problems. For the country, STEM can provide soaring competitiveness. 
Recognising the importance of STEM, Kamol Rodklai, secretary-general of the Education Council, delivered a speech on “STEM Education in Basic Education” at a recent forum. 
Held by his office, the event brought in several experts from the United States. 
“They are here to share |with us how the foreign country puts STEM to good use,” he said.
If Thailand seriously promoted STEM, it could raise its academic quality and upgrade its human resources, he said. 
Professor Mark Allen Nanny, a lecturer from Oklahoma University in the US, said STEM teachers must inspire children to learn further and hone skills for the creation of innovations.
“Give challenging tasks so that students can learn more and highlight how it’s relevant to efforts to problems they have recognised,” he said. 
Thomas Corcoran, from Columbia University in the US, said STEM teachers were |crucial factors in STEM |education, so it was necessary that authorities focus on teacher quality and teacher-
 education programmes. 
“The Education Ministry should also welcome professionals from |science and IT fields to the world of teaching,” he said. 
Thailand’s Institute for the Promotion of Teaching Science and Technology (IPST) also organised a workshop on the theme late last month. Titled “STEM Education: Learning Culture of the 21st Century Workforce”, the event featured many international STEM education specialists.
Joan Mundy, for example, lectured on mathematics in STEM education, Professor Maija Aksela on the Luma Centre as a way to promote STEM education, Professor Fred Finley on “STEM Education and Higher Education: Recommendations and Actions” and Professor James Barufaldi on “Engineering by Design Process: The Catalyst in STEM Education”.
The workshop followed the Thailand-US Education Roundtable, which focused on the same theme. Thailand and the US organised the roundtable together.
Pornpun Waitayangkoon, pre-sident of IPST, said the Thai |government has resolved to pro-|mote STEM education in order to develop a workforce in science and technology.
“The Education Ministry is committed to implementing this educational approach,” she said. 
Thailand still needs a big STEM labour pool to go in line with the government policy to boost |the country’s competitiveness, |which calls for personnel with STEM skills required for the 21st |century.
According to the World Economic Forum, STEM skills are divided into three categories: 
Foundational literacies, such as literacy, numeracy, scientific literacy and ICT literacy; 
Competencies to cope with complex challenges, such as critical thinking, creativity, communication and collaboration;
Character qualities, such as a spirit to volunteer, leadership and |initiative.
The highlight of STEM education-based learning is the application |of engineering design to the teaching of science, maths and technology |in the core curriculum of basic |education. 
STEM activities emphasise the reference of issues or situations close to students, which can be regularly seen in the community and are possibly related to scientific and mathematical content. 
These can offer students the opportunity to use their scientific, mathematical or technological knowledge to find a solution for the problems or situations that teachers present to them. 
This learning approach can help students recognise the benefits of |scientific and mathematical lessons while enabling them to develop |problem-solving skills for complex problems. 
 
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