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Conceptual framework of STEM based on Japanese subject principles

机译：基于日本学科原则的词根概念框架

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Background School education should improve science, technology, engineering, and mathematics (STEM) ability not only in science and mathematics but also in technology and engineering. However, practice and research are being conducted without clear definitions and methods for STEM education. Moreover, the positioning and characteristics of the technology included in each STEM field are unclear. Therefore, it is necessary to propose an appropriate framework for practice of STEM from the viewpoint of technology education. In response to this need, this commentary proposes a conceptual framework for the appropriate practice of STEM education. Results First, we referred to the perspectives and thinking styles of the fields of science, technology, and mathematics in the Japanese curriculum to specify the approach of the education system to each subject included in STEM. Next, to determine the concept of engineering in STEM education, we referred to the definition of engineering presented in Japan, the USA, and the UK. We positioned engineering, which means creating structures, processes, systems, etc., as a practical STEM activity and attempted to relate it to the unique perspectives and thinking styles of mathematics, science, and technology. Conclusion We proposed a conceptual framework for the appropriate practice of STEM education based on the principles of subjects in the Japanese curriculum. The conceptual framework suggests that a means to improve the practice of STEM education is to retain the principles of science, technology, and mathematics in the activity of engineering. It can be inferred that the key point for practicing STEM education is to examine and design the appropriate order and combination of the learning process and activities based on the proposed conceptual framework. Although this framework is theoretical, it can be useful in determining an adequate practice of STEM education and clarifying the relationship between STEM education and technology education.
机译：背景学校教育不仅改善科学，技术，工程和数学（Stew）能力，不仅在科学和数学中，而且还在技术和工程中。但是，正在没有明确的定义和茎干教育的定义和方法进行实践和研究。此外，每个茎场中包括的技术的定位和特性尚不清楚。因此，从技术教育的观点来看，有必要为茎的实践提出适当的框架。为了响应这种需求，这项评论提出了一种概念框架，以适当的茎教育实践。结果首先，我们提到了日本课程中科学，技术和数学领域的观点和思维方式，以指定教育系统的方法，以茎中包含的每个受试者。接下来，确定茎教育的工程概念，我们提到了日本，美国和英国的工程的定义。我们定位了工程，这意味着创建结构，过程，系统等，作为实际的干扰活动，并试图将其与数学，科学和技术的独特视角和思维方式相关联。结论基于日本课程主体原则，为茎教育的适当实践提出了一种概念框架。概念框架表明，提高茎干教育实践的手段是保留工程活动中科学，技术和数学的原则。可以推断出练习茎教育的关键点是根据提出的概念框架检查和设计学习过程和活动的适当顺序和组合。虽然这一框架是理论的，但在确定茎教育的充分实践和澄清茎教育与技术教育之间的关系方面有用。

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