Lucas Green
Science, technology, engineering, and mathematics (STM) are a broad category used to classify these academic fields. These fields combine many scientific and technical practices to produce the physical sciences, including chemistry, physics, astronomy, and biology; as well as mathematics, including computer sciences, statistics, probability, calculus, and calculus theory. Although they share many tools and techniques, they differ greatly in their foundations and views on how to best explain, examine, test, and improve these physical sciences and their applications. Some physical sciences content are typically taught alongside science, technology, engineering, and math (STM) in the curriculum in secondary schools. The National Standards set forth acceptable and necessary criteria by which teachers may evaluate content; however, the teaching of STM is not consistent across states, so it is important for parents and teachers to consult state standards for both content and practice.
Science, technology, engineering, and mathematics (STM) curriculum are designed to help students to learn with greater depth, breadth, and flexibility than is usual with other subject areas. The idea behind STM is to introduce more structure and critical thinking into the learning process, allowing students to grasp concepts and ideas that they would not be able to learn in a more natural environment. Because of this, the content and practice within these fields are not necessarily the same across all states. For instance, in some states, science, technology, Engineering, and mathematics (STM) courses are required as part of the classroom environment; while in other states, they are not. States with strict compliance also have stricter criteria for what types of course work may be presented and how they should be taught.
Because students learn best when they are allowed to apply what they have learned in the classroom, it is important that both science n education and science curriculum are strongly centered in helping students develop and apply their scientific and mathematical knowledge. Effective science education curriculum should allow students to explore the world around them using the most basic tools; to develop problem solving strategies; and to create original, intergenerational, and collaborative literature. In essence, good curriculum should be able to prepare students for a lifetime of learning. It is therefore essential to ensure that the content is relevant, useful, and well-organized, and to ensure that students are motivated enough to use the curriculum on a daily basis.
