MUCH has been reported on students’ declining interest in Science programmes at the tertiary level.
The issue is related to the 60:40 policy introduced by the Education Ministry a few years back. As an academician, I believe that examinations are important to grade students and gauge their understanding of a subject.
Being part of an exam-oriented system, we tend to focus on grades rather than the essence of learning, particularly in core subjects, like Science and Mathematics. Participating in the Trends in International Mathematics and Science Study, as well as the Programme for International Student Assessment, has become our “grand challenge”, and we prepare our students to compete at the international level.
And yet, the assessments have bound us to producing students who are good only academically. No assessment has been carried out to evaluate students holistically. Therefore, introducing activities based on Science, Technology, Engineering and Mathematics (STEM) in other subjects is worth considering.
How do we make students enjoy learning Science? And, how can they benefit from it now and in the future? These are points to ponder when incorporating STEM in the learning process. STEM was created to meet the requirement of all subjects involved. Incorporating STEM-based activities in other subjects activates the thinking process. Issues like climate change become easier for students to grasp if STEM elements are incorporated.
Each element in STEM can be addressed so that students get the idea that Science is not a stand-alone subject. It is more exciting if they are allowed to take part in hands-on activities. Learning through investigation helps them develop their confidence, and working as a team teaches them the importance of teamwork in problem-solving.
STEM-based activities are relevant to 21st-century education trends. Furthermore, learning Science through STEM-based activities presents students with equal opportunities. Learning a single subject via the traditional approach is no longer practised these days.
Dr Siti Mistima Maat, Faculty of Education, Universiti Kebangsaan Malaysia, Bangi