Facilitating Teaching and Learning Across STEM Fields
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Published:
May 2, 2012
Keywords:
science technology engineering mathematics
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Abstract
Abstract
The reformation of the contents for instruction across STEM fields has changed the role of STEM educators from being a “dictator” in the classroom/laboratory to a facilitator of students’ activities. More important, this new paradigm and professional orientation for STEM educators is no more limited to delivering instruction intuitively, but with effective facilitation of students’ activities. In this regards, the STEM educator is now to assume the role of the creator of effective educational environments for learning while teaching. This is enhanced by instructional strategy and delivery that synergizes diverse students, strategies, technologies, societies, and subjects. This article addresses the new paradigm shift for educators as facilitators, their roles as student’s activities enabler, need for equipped facilities, and factors influencing effective and less effective facilitation in STEM programs.
The reformation of the contents for instruction across STEM fields has changed the role of STEM educators from being a “dictator” in the classroom/laboratory to a facilitator of students’ activities. More important, this new paradigm and professional orientation for STEM educators is no more limited to delivering instruction intuitively, but with effective facilitation of students’ activities. In this regards, the STEM educator is now to assume the role of the creator of effective educational environments for learning while teaching. This is enhanced by instructional strategy and delivery that synergizes diverse students, strategies, technologies, societies, and subjects. This article addresses the new paradigm shift for educators as facilitators, their roles as student’s activities enabler, need for equipped facilities, and factors influencing effective and less effective facilitation in STEM programs.
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