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Department of Education

University of the People

EDUC 5282: Advanced Practices for Teaching the STEM Fields at the Secondary Level

Unit 7 written assignment

Instructor: Dr. Jasmien Lewis

October 24, 2023

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Abstract

The pivotal point of any discourse on educational techniques should revolve around the

objective of education. If the primary goal of the education system is to cultivate pupils into

proficient participants in society, then the demands and prerequisites set by employers assume

greater significance. The acquisition of necessary skills, which therefore determines the success

of students, necessitates a shift towards a more multidisciplinary approach. The scarcity of

adequately trained and experienced teachers is a growing concern that has to be addressed.

Keywords: Interdisciplinary, profound learning, instruction, comprehension.

The subject of research and academic publications is increasingly focused on

interdisciplinary approaches to teaching and learning. There is much debate about the advantages

that these approaches offer and how students will get the necessary skills to succeed in the

professional world after completing their education at school, college, or university. Indeed,

education's purpose is to provide students with the necessary skills and knowledge to become

proficient and successful individuals in society, capable of making valuable contributions by

flourishing in meaningful and productive professions.

In his book, H. t (2018) defines education as a fundamental element in the establishment

of a democratic society, wherein every individual is afforded the chance to cultivate their abilities

and equip themselves for the intricacies of both professional and social spheres (p. 5). The

subsequent inquiry to pose is which information and abilities must students acquire during their

schooling to avail themselves of the prospects to thrive as adults? In their publication, Bear and

Skorton (2019) assert that employers seek individuals who possess the ability to utilize their

knowledge and abilities in practical situations, engage in critical thinking, and effectively convey

their thoughts via both written and spoken communication (p. 61).
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Nevertheless, Bear & Skorton (2019) assert that most companies hold a positive view of the

education system, with fewer than 30% expressing the belief that students are adequately

equipped (p. 62).

The conventional curriculum, when students acquire knowledge of separate disciplines in

isolation, imposes restrictions on students' ability to see and comprehend the interconnections

between diverse topic areas. Several educational institutions have modified their curriculum

delivery methods to promote a more multidisciplinary approach, with the International

Baccalaureate (IB) taking the lead in many schools through its Primary Years Programme (PYP)

and Middle Years Programme (MYP) curricula. Bear & Skorton (2019) argue that the shift from

the conventional discipline-based educational approach to more interdisciplinary methods is a

response to the perception that standard curricula are excessively segregated along disciplinary

boundaries. This segregation hinders students' ability to comprehend the interrelationships

between different forms of knowledge and inquiry in our complex world. Page 60.

These multidisciplinary techniques empower students to cultivate a diverse set of talents that are

challenging for more conventional ways to replicate. Bear and Skorton (2019) state that the

learning outcomes linked to integrative approaches, such as enhanced written and oral

communication abilities, teamwork skills, ethical decision making, critical thinking, and the

capacity to apply knowledge in practical situations, are the exact outcomes that employers and

university administrators universally acknowledge as essential for all students to possess upon

completing their studies (p. 61).

Prior to entirely changing their strategy, schools should consider certain barriers. Sun You

(2017) acknowledges that in the field of science, students are required to tackle intricate issues

and natural phenomena that cannot be simply understood or solved using only one discipline
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approach (p. 71). Across several academic fields, particularly in the realm of science, there exist

essential principles that must be imparted, acquired, and comprehended by students prior to their

exploration of interconnections among diverse disciplines. In his work, Sun You (2017) asserts

that possessing specialized topic knowledge is both essential and a precondition for obtaining

knowledge in other disciplines and for effective teaching (p. 72). This is exacerbated if there is a

shortage of instructors or if the teachers' qualifications are inadequate. This is the situation that

exists in several locations worldwide. Sun You (2017) highlights that scientific instructors who

lack appropriate understanding in certain disciplinary issues would also lack the capacity to

combine the concepts (p. 72). How can teachers facilitate their students' development of a

comprehensive understanding if they lack the profound knowledge and comprehension of the

transdisciplinary ideas that students require assistance within order to acquire a more advanced

perspective? This is a problem that several schools struggle with as well.

This is due to the scarcity of proficient educators who possess the ability to instruct in an

interdisciplinary fashion. There is a limited number of professors, especially those who possess

extensive knowledge in multidisciplinary topics, necessary to effectively assist students who rely

on expertise to recognize and comprehend linkages across courses. Zalaznick (2021) claims that

the majority of states are experiencing a lack of teachers in all areas, except for mathematics,

special education, foreign languages, and science, which are facing the most severe and

persistent shortages. This is expected to persist. The scarcity of instructors in STEM-related

fields can be attributed, in part, to budgetary constraints. As an illustration, a study conducted by

the Brookings Institution in 2019 revealed that those who major in science, technology,

engineering, and math see the most significant decrease in wages when they opt for a career in

teaching, as compared to other college graduates (Zalaznick, 2021, para 5). Educational leaders
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have a significant challenge due to the combination of a lack of educated and competent

instructors and the necessity to cultivate a foundational comprehension of key topics.

However, regardless of all these factors, the primary objective of education should be to

empower students to optimize their potential and acquire abilities that will facilitate their success

in the future. Interdisciplinary methods provide pupils with the chance to recognize and

comprehend connections. This necessitates profound degrees of cognitive processing and

acquisition of knowledge. In his work, Holmbukt (2018) defines "deep learning" as the process

of going beyond the basic facts in order to gain a deeper grasp of the complexity of a subject.

Educators may find this concept understandable.

The resolution necessitates the implementation of policies that address short-term,

medium-term, and long-term objectives. Current educators must undergo training and be

familiarized with interdisciplinary methodologies in order to recognize, comprehend, and

articulate the interconnections among many academic disciplines. In the near future, it is

necessary for school curriculums to clearly mandate that teachers promote learning activities that

help students cultivate their interdisciplinary comprehension across different courses. The school

system must undergo a substantial transformation in its approach over the long run. The

conventional approach of addressing each topic separately necessitates a shift, hence requiring a

corresponding transformation in the training of instructors. The existing system, in which

instructors receive training to instruct individual courses, results in their acquisition of

knowledge on how to educate pupils in their own fields, without considering the interconnections

it may have with different subjects.

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References

Bear, A. & Skorton, D. (2019). The World Needs Students with Interdisciplinary Education.

Issues in Science and Technology 35, no. 2. https://issues.org/the-world-needs-students-

with-interdisciplinary-education/

Holmbukt, T. E. (2018, August 17). Interdisciplinary approaches for deep learning.

https://www.researchgate.net/publication/322204313

Sun You, H. (2017, June 05). Why Teach Science with an Interdisciplinary Approach: History,

Trends, and Conceptual Frameworks. https://files.eric.ed.gov/fulltext/EJ1145260.pdf

Zalaznick, M. (2021, October 18). Is there really a teacher shortage? Yes, but it is hitting some

areas harder. https://districtadministration.com/teacher-teaching-shortage-hits-rural-

urban-ma th-special-education-harder/