STEM: an innovation in Higher Education
DOI:
https://doi.org/10.33448/rsd-v9i11.10355Keywords:
Innovation in teaching; Higher education; Active methodology; STEM.Abstract
The STEM methodology has been used by several schools and universities around the world with the objective of getting students involved in solving real problems in a multidisciplinary way. An innovative methodology in which there is an idea of disruption with passive traditional teaching, in which the student has little interaction with the object of study and sees no connections with the world, with his daily lives. It was born in the United States of America from the need to train qualified professionals in the STEM areas: Science, Technology, Engineering and Mathematics. The proposal reaches other countries and as a result STEM Education becomes a topic of discussion in political, economic and educational circles around the world. In Brazil, the movement in favor of STEM Education is still timid when compared to the attention given in several countries. Thus, a question emerges: so far, what is there of scientific academic productions about STEM and Higher Education? Therefore, this article deals with a bibliographic review on STEM in Higher Education, as well as the analysis of this approach as an innovation in teaching. It was found that the amount of scientific productions related to STEM in Higher Education is still considered minimal due to the importance and applicability of the theme. No studies were found that discuss the application of STEM in Higher Education, however there are studies that focus on basic education, teacher training and interdisciplinarity, the latter being major challenges in the application of the methodology.
References
Almeida, A. C. F. de, Lopes, L. F. de O., & Braga, C. B. (2020). Inovação Metodológica no Ensino: um recorte a partir das concepções dos professores de um instituto federal. Research, Society and Development, 9(7), e127973993. https://doi.org/10.33448/rsd-v9i7.3993
Bacich, L., & Holanda, L. (2020). A aprendizagem baseada em projetos e a abordagem STEAM. In: Bacich, L., & Holanda, L. (orgs.). STEAM em sala de aula: a aprendizagem baseada em projetos integrando conhecimentos na educação básica. Porto Alegre: Penso.
Baning, J., & Folkestad, J. F. (2012). STEM Education Related Dissertation Abstracts: A Bounded Qualitative Meta-study. Journal of Science Education and Technology, 21(6), 730-741. https://doi.org/10.1007/s10956-011-9361-9
Bell, D. (2016). The reality of STEM education, design and technology teachers’ perceptions: A phenomenographic study. International Journal of Technology and Design Education, 26(1), 61–79.
Bossi, K. M. L., & Schimiguel, J. (2020). Metodologias ativas no ensino de Matemática: estado da arte. Research, Society and Development, 9(4), e47942819. https://doi.org/10.33448/rsd-v9i4.2819
Brasil. (2016). Projeto de Lei de Conversão n° 34. Recuperado de http://www.senado.leg.br/atividade/materia/getTexto.asp?t=203653.
Breiner, J. M., Harkness, S. S., Jonhson, C. C., & Koehler, C. M. (2012). What Is STEM? A Discussion About Conceptions of STEM in Education and Partnerships. School Science and Mathematics, 112(1), 3–11.
Bybee, R. W. (2013). The Case for STEM Education: Challenges and Opportunities. USA: National Science Teachers Association Press, 120 p.
Daros, T. (2018). Glossário: as metodologias inovadoras para a educação superior. Desafios da Educação. Recuperado de https://desafiosdaeducacao.grupoa.com.br/metodologias-inovadoras-para-educacao-superior.
Dugger, W. E. (2010). Evolution of STEM in the United States. In: 6th Biennial International Conference on Technology Education Research, Queensland, Australia.
Gil, A. C. (2017). Como Elaborar Projetos de Pesquisa. (6a ed.). São Paulo, SP: Atlas.
Leon, J., Nunez, J. L., & Liew, J. (2015). Self-determination and STEM education: Effects of autonomy, motivation, and self-regulated learning on high school math achievement. Learning and Individual Differences, 43(6), 156–163.
Lopes, M, & Oliveira, V. (2019). Até onde vai o impacto da inovação na educação. Porvir - Inovações em Educação. Recuperado de https://porvir.org/ate-onde-vai-o-impacto-da-inovacao-na-educacao/.
Park, J. A., Léo, V. B. de S., & Oliveira, A. R. de. (2020). Metodologias ativas: do contexto nacional à especificidade de um curso técnico de Edificações. Research, Society and Development, 9(10), e1709108479. https://doi.org/10.33448/rsd-v9i10.8479
Pimthong, P., & Williams, J. (2018). Preservice teachers’ understanding of STEM education. Kasetsart Journal of Social Sciences, 30(4), 1–7.
Prodanov, C. C., & Freitas, E. C. (2013). Metodologia do Trabalho Científico: Métodos e Técnicas de Pesquisa e do Trabalho Acadêmico. Novo Hamburgo: Feevale.
Pugliesi, G. O. (2017). Os modelos pedagógicos de ensino de ciências em dois programas educacionais baseados em STEM (Science, Technology, Engineering and Mathematics). Dissertação (Mestrado em Genética e Biologia Molecular) – Instituto de Biologia, Universidade Estadual de Campinas, Campinas.
Radloff, J., & Guzey, S. (2016). Investigating Preservice STEM Teacher Conceptions of STEM Education. Journal of Science Education and Technology, 25(6), 759–774.
Radloff, J., & Guzey, S. (2015). Investigating Changes in Preservice Teachers’ Conceptions of STEM Education Following Video Analysis and Reflection. School Science and Mathematics, 117(3), 158–167.
Ritz, J. M., & Fan, S. C. (2015). STEM and technology education: International state-of-the-art. International Journal of Technology and Design Education, 25(4), 429–451.
Sanders, M. (2009) STEM, STEM Education, STEMmania. The Technology Teacher, 68(4), 20–26.
Santana, A. T. L., Quintino, J. F., Silva, R. R, & Prado, J. L. (2020) Inovação no ensino: a aplicação da metodologia STEM no IFS. Anais da 17º Semana Nacional de Ciência e Tecnologia. Inteligência Artificial: a nova fronteira da ciência brasileira. Instituto Federal de Sergipe.
Silva, P. (2017). Uso do programa STEM como alternativa de aprendizagem para alunos de 9º ano em escola pública e privada da rede de ensino do município de Joinville- Santa Catarina. Trabalho de Conclusão de Curso (Programa de Pós-graduação lato sensu em Ciências e Tecnologia) – Centro Tecnológico de Joinville, Universidade Federal de Santa Catarina, Joinville.
Thomas, B., & Watters, J. J. (2015). Perspectives on Australian, Indian and Malaysian approaches to STEM education. International Journal of Educational Development, 45(7), 42-53.
Ventura, R. de C. M. O., Souza, R. A. de, Mendes, A. A., Altino Filho, H. V., Trindade, F. C., Araujo, G. L., & Pôncio, T. G. H. de O. (2020). Metodologias Ativas e Participativas: uma análise da produção do UNIFACIG no Fórum STHEM-BRASIL. Research, Society and Development, 9(7), e425973648. https://doi.org/10.33448/rsd-v9i7.3648
Vincent-Lancrin, S. Jacotin, G. (2019). Measuring Innovation in Education 2019: What Has Changed in the Classroom?. Educational Research and Innovation. Paris: OECD Publishing, Recuperado de https://doi.org/10.1787/9789264311671-en.
Yanez, G. A., Thumlert, K., Castell, S., & Jenson, J. (2019). Pathways to sustainable futures: A “production pedagogy” model for STEM education. Futures, 108(4), 27-36.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2020 Junior Leal do Prado; Romário Ribeiro da Silva
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with this journal agree to the following terms:
1) Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
2) Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
3) Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
