The Learning Renaissance

STEM or STEAM? The Implications of a Science-Dominated Curriculum


The importance of STEM (Science, Technology, Engineering and Mathematics) is a continuing theme in this blog. In the UK, an area where we have traditionally outpunched our weight has been in technical innovation, but an identified deficit of several hundred thousand scientists and technicians over coming years puts this area of excellence at threat.

The situation is exacerbated by the fact that the number of females attracted into these areas of employment continues to be low… the deficit cannot be made up without significant numbers of females being attracted into the pure and applied sciences.

Indeed, educational initiatives such as the University Technology Colleges were specifically designed to address this shortfall in scientific and technical skills.

However, the promotion of STEM in the curriculum comes at the cost of the Arts and Humanities subjects and represents a narrower range of experience and expression for individual students, as recently discussed in this article from The Guardian: Stem subject snobbery: a student’s view on why arts subjects matter | Teacher Network 

About educationalist04

I'm convinced we can, as a species, do much better than this if we set our minds to being much more positive and productive towards our fellow humans. The solution is learning - creating independent and autonomous learners who can problem solve, innovate and create a better more equitable and sustainable world.

One comment on “STEM or STEAM? The Implications of a Science-Dominated Curriculum

  1. tonycairns
    February 15, 2016

    Reblogged this on tonycairns.

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