STEM Education, The IB Learner Profile, and
My Views
Author:
Santosh Kumar Biswa, Sr. Teacher, Damphu CS, Tsirang, Bhutan
The
excerpt from Morrison (2006) explains the intended results of implementing STEM
education, concentrating on qualities like problem-solving, inventiveness,
self-reliance, logical thinking, and technology literacy. These results place a
strong emphasis on using information and skills in practical settings,
encouraging a hands-on and practical approach to learning. The IB learner
profile, on the other hand, intends to foster in students traits like
curiosity, knowledge, critical thinking, communication skills, open-mindedness,
compassion for others, readiness to take chances, balance, and reflection
(Learner profile for IB students, n.d.). The IB learner profile places a strong
emphasis on creating well-rounded people who display a diverse range of qualities.
I can find some similarities and contrasts in their objectives for student
development when comparing and contrasting the traits emphasized in the TIES
STEM education book series by Morrison (2006) with the IB learner profile based
on my opinions.
Similarities
and Differences Between STEM Education and The IB Learner Profile
In
terms of their objectives for student development, the IB learner profile and
STEM education have a lot in common. First of all, they both place a high
priority on the development of analytical and problem-solving skills. According
to Morrison (2006) and the "Learner Profile for IB Students" (n.d.),
both frameworks aim to provide students with the abilities they need to define
and evaluate problems, gather data, draw conclusions, and apply their
understanding in a variety of scenarios. Second, inquiry-based learning and the
development of thinking abilities are stressed in both STEM education and the
IB student profile. While the IB learner profile encourages curiosity and the
development of critical thinking abilities, STEM education places a greater
emphasis on developing logical thinking and the application of scientific,
mathematical, and engineering ideas. Last but not least, both frameworks
acknowledge the value of technical literacy. They place a strong emphasis on
technological literacy, skill development, and the appropriate use of
technology in real-world contexts. The relevance of critical thinking, inquiry,
and technological competence is highlighted by these common characteristics
between the IB learner profile and STEM education (Morrison, 2006;
"Learner Profile for IB Students," n.d.).
The IB
student profile and STEM education, however, differ significantly. First of
all, the IB student profile covers a wider range of fields outside of STEM. It
places a focus on developing well-rounded learners, including those in the
humanities, arts, and languages ('Learner Profile for IB Students, n.d.). It
also promotes the acquisition of knowledge in a variety of subjects. STEM education,
on the other hand, is primarily concerned with science, technology,
engineering, and math. The IB learner profile also emphasizes social
responsibility, mental flexibility, compassion, and balanced growth.
"Learner Profile for IB Students," n.d., aspires to develop pupils
who are kind, sympathetic, and capable of making moral choices. These aspects,
which are not explicitly mentioned in the STEM education attributes, highlight
the broader social and ethical dimensions emphasized by the IB learner profile.
Lastly, the IB learner profile also emphasizes the value of taking calculated
risks, living a balanced lifestyle, and reflecting on one's own behaviour.
Introspection, seeking equilibrium, and accepting new challenges are all
encouraged by it ('Learner Profile for IB Students, n.d.). These elements,
which are not specifically mentioned in the STEM education criteria, show how
the IB places a strong emphasis on personal development and self-awareness.
Both
STEM education and the IB learner profile are not new topics for me, and I find
them similar to what we have been doing in our country. Out of 22 Bhutan
Baccalaureate (BB) schools in the country, my school is one of them. Our
curriculum is similar to the IB curriculum because both share a commitment to
comprehensive and holistic education, emphasizing critical thinking,
problem-solving skills, and values. They both incorporate interdisciplinary
learning, experiential learning, and assessments that promote analytical
thinking with a global perspective, offering programs across different age
groups and encompassing a wider range of subjects. It emphasizes
international-mindedness and intercultural understanding. The BB is also
tailored to the Bhutanese context, focusing on a comprehensive education that
considers the cerebral, emotional, physical, social, and spiritual realms. Its
goal is to equip students for the 21st century within Bhutan's cultural and
social framework to guide Bhutanese youth in developing their STEM skills, giving
them the confidence to apply their STEM knowledge and skills in their future
careers (Bhutan Foundation, 2020). On the other hand, stem education is the
core of our education system, as the government of Bhutan recognizes the
importance of these sectors in driving economic growth and development as well
as improving the quality of life for its citizens. Bhutan has also made
investments in projects and STEM-related education (Mandala e-Solution, 2019).
The nation is aware of how crucial it is to support its development goals by
creating a workforce with a strong background in science, technology,
engineering, and mathematics. The Bhutan National STEM Olympiad is a noteworthy
project in Bhutan's development of ICT and STEM (Mandala e-Solution, 2019). Through
competitions and projects, this annual event seeks to inspire and involve
students in STEM subjects. The competition includes sections on computer
science, robotics, mathematics, and physics. Bhutan has also been looking into
the potential of cutting-edge technologies like blockchain, artificial
intelligence, and data analytics to promote innovation and economic expansion. Thus,
the education system in my country has shared some common goals, such as
problem-solving and critical thinking, although they differ in terms of
disciplinary focus and the breadth of attributes emphasized. Similarly, the BB
encompasses a wider range of disciplines and places greater emphasis on social
responsibility, balanced development, self-reflection, and STEM education
attributes.
Some Ways I Can Make My Classroom More
of An Active Learning Environment
I would place various ideas into practice in the
classroom to foster a more dynamic learning atmosphere. I would start by
introducing project-based learning, where students work on practical projects
and solve problems in the real world by applying what they have learned. Active
engagement, critical thinking, and creativity are encouraged by this strategy.
Additionally, I would encourage collaborative learning by allowing students to
work together in groups, fostering teamwork, communication, and the ability to
consider diverse perspectives (Joritz-Nakagawa, n.d.). Moreover, incorporating
inquiry-based learning would nurture curiosity and inquisitiveness by
structuring lessons around questions and investigations, empowering students to
explore and discover knowledge independently (National Research Council, 2000).
Furthermore, I would utilize technology tools and resources to enhance learning
experiences and provide opportunities for students to develop technological
literacy (ISTE, 2016). By integrating technology into the curriculum, students
can engage in interactive and multimedia-rich activities. Lastly, I would
allocate time for reflection and metacognition, allowing students to reflect on
their learning, evaluate their progress, and set goals for improvement.
Encouraging self-assessment and self-directed learning cultivates a sense of
ownership and autonomy in the learning process. By implementing these
strategies, the classroom would become a dynamic and engaging space, fostering
active learning and empowering students to become lifelong learners.
How Should I Teach to Achieve Any of The
Envisaged Learning Outcomes?
I should prioritize teaching through authentic
and meaningful learning experiences to achieve any of the envisaged learning
outcomes. By providing students with opportunities to apply their learning
through practical applications, hands-on experiments, and real-world
problem-solving challenges, I can ensure their active engagement and deeper
comprehension of the subject matter (Educational
Broadcasting Corporation, 2004). I should encourage students to actively
participate in these activities, allowing them to actively apply their
knowledge and abilities. This approach fosters a deeper understanding of the
subject matter and enables students to develop the necessary skills to tackle
real-world challenges. Additionally, by fostering discussions and activities
that enable students to take into account other points of view, I should
develop critical thinking and open-mindedness in the classroom. This improves
their analytical ability while also assisting them in learning how to solve
problems from many points of view. Additionally, it is essential to include
reflection in the teaching strategy. Students can obtain a deeper knowledge of
the material and its relevance by being encouraged to assess their
comprehension and make connections to their own lives. Reflection also helps
students solidify their learning and make connections between different
concepts. By implementing these approaches, students can achieve the intended
learning objectives and acquire crucial skills for lifelong learning. Through
authentic and meaningful learning experiences, practical applications, critical
thinking, open-mindedness, and reflection, students will be better equipped to
succeed in their academic pursuits and beyond.
References
Bhutan Foundation. (2020, June 19). STEM
Development. Bhutan Foundation.
https://www.bhutanfound.org/our_work/stem-development/
Educational Broadcasting Corporation. (2004).
Constructivism as a Paradigm for Teaching and Learning. THIRTEEN - New York
Public Media. https://www.thirteen.org/edonline/concept2class/constructivism/
ISTE - International Society for Technology in
Education. (2016). ISTE standards for students. Retrieved from
https://www.iste.org/standards/for-students
Joritz-Nakagawa, J. (n.d.). Spencer Kagan’s
Cooperative Learning Structures - an article by Jane Joritz-Nakagawa.
Copyright &Copy; 2004 by Jane Joritz-Nakagawa. https://hosted.jalt.org/pansig/PGL2/HTML/Nakagawa.htm
Learner profile for IB students.
(n.d.). International Baccalaureate.
http://www.ibo.org/benefits/learner-profile/
Mandala e-Solution. (2019). FIRST BHUTAN – Fablab.
Fabrication Laboratory of Bhutan. https://www.fablab.bt/first-bhutan/
Morrison, J. S. (2006, August). TIES STEM education
monograph series, attributes of STEM education. TIES 2006.
http://daytonos.com/pdf/stem.pdf
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