Many comments about STEM seem to reflect the ongoing traditions of “silo-thinking”, promoting favored “channels” of instruction, while knocking down other viable approaches for STEM. As a retired instructor of physics, math, and electronics technology at a regional technical college, I continue to be involved in ways that include ALL students in the STEM curriculum as preparation for their lives and careers after high school.
These STEM goals need change in three directions, I believe, which extend across the grades and the disciplines. First, a systems approach should build the science content topics in the order of increasing complexity. This means that the high school courses need to be flipped to the natural evolutionary sequence of physics, chemistry, and then biology. Second, a clear definition is needed for each step of the “basic skills set” required for entry into the workplace at several occupational levels, beginning with a “Home and Consumer” baseline that matches the state science content standards for all high school graduates. And, finally, students need opportunities to explore various career and technical education (CTE) pathways throughout their high school years, so they can get a taste of where they might apply their abilities, interests, and learning in their productive years.
In comparison to the many “magic pill” proposals, such a multi-dimensional framework of core content realignment, basic workplace skill steps, and application in career pathways could give us the comprehensive STEM curriculum reform we need for the 21st Century workplace.