Jointly rethinking traditional teaching contents is a challenging process, as decades of teaching tradition have to be examined with impartiality and new creativity but without losing sight of experience.
Fundamental STEM topics across Europe are alike: chemical reactions, functions, anatomy, etc. Each module applies various tested and proven innovative educational approaches, such as inquiry-based learning, digital learning or real-life contextualisation.Īs STEMkey places a strong focus on establishing and nourishing a strong strategic partnership, network options play an important role.Īlthough responsibility for Higher Education rests within the EU Member States, cooperation in this field is imperative. light representing physics education, algorithms representing informatics or the periodic system representing chemistry). To achieve this objective, we develop teaching modules to be used in Higher Education programmes and training for future STEM teachers, covering all STEM disciplines and exemplarily dealing with topics from each discipline (e.g. We must think outside the box and develop an understanding how everything is connected, how systems evolve…and how we can improve systems, how we can improve life…when learning and working across disciplines. Hardly any decision in real life can be made within a box. In this context, interdisciplinary STEM teaching and learning is the way to go, as it demonstrates the linkages between each STEM subject, each STEM topic…and, in the bigger picture, each solution in the context of maths, science, engineering and technology. They need to understand the relation between knowledge, skills and attitudes, how they affect each other and how they have an effect on their students’ learning experience and personal life. One part of the solution is to train future teachers in “being STEM key competent”.
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