Reflection on the Transformative Journey Through STEM Education

 

Reflection on the Transformative Journey Through STEM Education

Author: Santosh Kumar Biswa, Sr. Teacher, Damphu CS, Tsirang, Bhutan

 

It has been instructive to do a thorough self-analysis of my recent participation in a STEM education course since it has revealed the complex interactions between my teaching methods and my student’s development. Through the lens of self-reflection, this transformative trip has revealed deep insights that have the potential to change both my instructional style and the educational experiences of my students.

What stood out the most for you?

Fundamental knowledge of the crucial role that self-reflection plays in both improving my teaching strategies and encouraging the growth, development, and learning of my students is at the heart of this introspective journey. The incorporation of real-world applications into STEM training stood out as a beacon of pedagogical value throughout the course as I dug into scholarly publications and books. This epiphany, which was supported by study and academic debate, struck a strong chord with me. A chance for students to understand the essence of STEM concepts in the context of real-world applications was provided by the juxtaposition of theoretical structures with practical implementations (Darling-Hammond et al., 2019). This highlighted the transformative power of connecting academia with the practical.

As I thought about the ramifications of this pedagogical concept, I saw that my teaching strategies had a definite place in it. I realized that by carefully planning classes that connect theoretical justifications with real-world applications, I can provide students with the tools they need to not only understand difficult STEM concepts but also to picture their practical applications. Examples include using virtual reality simulations to explain complex scientific processes, as suggested by authoritative authors, and immersing students in an immersive learning process that strengthens their comprehension.

Additionally, the course's in-depth discussion of collaboration is a testament to the value of self-reflection in promoting holistic growth. Peer engagement is crucial for enhancing student knowledge, according to academic journals that are rife with ideas on the advantages of collaborative learning (Dunlosky et al., 2013). Through introspection, I realized that creating a collaborative environment in my classroom is essential for knowledge co-creation but also serves as a platform for encouraging shared responsibility and improving interpersonal skills. I am steadfast in my dedication to building a community of learners where students are both contributors and beneficiaries, forging a symbiotic relationship that enhances their educational experience. This commitment is informed by intellectual dialogue.

What I found least interesting

Although I found the majority of the course to be interesting and gratifying, I have to say that the section on professional development for STEM teachers did not have the same profound impact on me. Although I see its significance, I felt that its academic approach was a little far from the spontaneity of classroom interactions. Despite this, acknowledging the importance of ongoing learning and progress is still a key component of professional development, one that I plan to examine in greater detail in the future.

What are some of the things I learned that I will take back to my classroom?

I am inspired by the opportunities that lay ahead as I reflect on the important question of how this transformative journey will materialize in my teaching practice. Technology integration, which I found to be very fascinating, will be a key component of my strategy. I pledge to foster an engaged and interesting learning environment in the classroom by drawing on the knowledge learned from scholarly sources. Virtual reality simulations will be extensively used to explain difficult STEM ideas, as suggested by authoritative books.

Moreover, my classroom dynamics will be braided with the concept of collaboration, which is extensively examined throughout the course. Peer engagement is crucial for enhancing student knowledge, according to academic journals that are rife with ideas on the advantages of collaborative learning (Dunlosky et al., 2013). Academic journals that explain the advantages of collaborative learning have had a lasting influence. The module on peer interaction's transformative potential in STEM teaching and learning was complemented with insightful readings (Chowdhury, 2016). To establish a community of shared knowledge and experienced growth, I am steadfast in my dedication to building a community of learners where students are both contributors and beneficiaries, forging a symbiotic relationship that enhances their educational experience (Andrade, 2019).

How I will implement what I learned

I am eager to put these game-changing realizations into practice, as I am at the point of execution. The investigation of practical applications throughout the course will illuminate the fusion of theory and practice, which will serve as the foundation for creating lesson plans. Through engaging simulations and interactive experiences, the incorporation of technology, a foundational component of contemporary STEM education supported by academic research, will be demonstrated. As students embark on a path of shared learning, collaboration will find a place in my classroom, as recommended by authoritative literature.

In conclusion, the experience of taking the STEM education course has been a tremendous adventure of transformation. I have emerged from a thorough study of my experiences, scholarly references, and linkages to teaching practice with a fresh sense of purpose and a reframed strategy for STEM instruction. The foundation for an engaging and motivating classroom has been laid by the interaction of theoretical understandings and real-world applications, which is emphasized by academic discourse. I am incredibly appreciative of this chance for introspection and development and steadfast in my resolve to create a STEM classroom that develops the brains of the future.

 

References

Andrade, H. L. (2019). A Critical Review of Research on Student Self-Assessment. Frontiers. https://www.frontiersin.org/articles/10.3389/feduc.2019.00087

Chowdhury, M. (2016). Emphasizing Morals, Values, Ethics, And Character Education In Science Education And Science Teaching. ERIC. https://files.eric.ed.gov/fulltext/EJ1095995.pdf

Darling-Hammond, L., Flook, L., Cook-Harvey, C. M., Barron, B., & Osher, D. (2019). Implications for educational practice of the science of learning and development. Applied Developmental Science, 24(2), 97–140. https://doi.org/10.1080/10888691.2018.1537791

Dunlosky, J., Rawson, K. A., Marsh, E. J., Nathan, M. J., & Willingham, D. T. (2013). Improving students’ learning with effective learning techniques. Psychological Science in the Public Interest, 14(1), 4–58. https://doi.org/10.1177/1529100612453266