KUALA LUMPUR: A team of researchers and education experts at the Khazanah Research Institute (KRI) have proposed for the introduction of “maker spaces” to address the lack of interest among the younger generation for Science, Technology, Engineering and Mathematics (STEM) subjects.
The inception of “maker spaces” or STEM projects as part of the education system is among several proposals highlighted by the KRI in its School-To-Work Transition Survey (SWTS) of Young Malaysians report, which was unveiled by Khazanah Nasional Bhd managing director Datuk Shahril Ridza Ridzuan on Wednesday.
Researchers and education practitioners noted that there is growing movement for schools around the world to introduce “maker spaces” to promote STEM as well as inculcating essential 21st century skills.
“Maker spaces are creative spaces, which encourages students to explore, tinker, discover and create solutions and become problem-solvers rather than mere consumers of information.
“It also support hands-on exploration and learning, which frequently associated with STEM education.
“Maker spaces also promote interdisciplinary and important education principles including inquiry, play, imagination, innovation, critical thinking, problem solving and passion-based learning,” the report said, adding that exposing children to STEM ideas at a young age is pivotal for nation-building.
Citing the initiatives introduced by the Ontario Ministry of Education, the report noted that students recorded improvements in academic achievements especially those with learning disabilities and struggles in a traditional classroom setting.
“Apart from reduction in discipline problems, teachers also observed a variety of 21st century skills and competencies developed as a result of the maker spaces.”
The report also pointed out the need for establishing good role models among teachers to nurture greater interest among young Malaysians for STEM subjects.
STEM teachers, the report reckoned, must be suitably qualified and receive the support as well as resources that they need.
“Poor quality instructors compounded by outdated equipment and facilities are often cited as reason for poor performance in STEM.”
There is also growing interest for the education ministry around the world to integrate arts in STEM education, also known as Science, Technology, Engineering, Arts and Mathematics or STEAM.
STEAM investigates the same concepts as STEM but through inquiry and problem-based learning methods used in the creative process.
“Students in the Republic of Korea showed high performance (in other subjects) but very low interest in science and mathematics.
“This compelled the Korean Ministry of Education, Science and Technology to design STEAM education, which have helped to raise the students’ interest for the subjects by focussing on linking science with other disciplines including arts.”
It was earlier stated in the report that only third of all upper secondary students are taking Science followed by 44 per cent for Mathematics. The report also said only 32 per cent of all tertiary students enrolled in STEM-related courses.