Stem som interdisciplinær undervisningsform
IND's studenterserie nr. 107. Specialerapport. Kandidat i STEM-undervisning.
Hans-Christian Borggreen Keller, 2022.
Vejledere: Connie Svabo & Claus Auning
This master thesis is written, based on an abductive research strategy as a result of an astonishment that has arisen halfway through my study, where I became aware of the complexity of working with STEM as a form of teaching in elementary school. An awareness based on: A theoretical foundation containing texts and research presented by our teachers on the study, own literature search and experiences from practice in the work of planning and implementing teaching with STEM as a form of teaching.
The central point of the thesis will be to examine the subject field of wonder through an analysis of the empirical data, where the theoretical positions contribute to my cognitive process with perspectives for understanding the generated empirical data. Ontologically, phenomenology thus becomes my instrument, to give me a subjective understanding of the object. This is important in relation to being able to answer the object's "how" and "why". As this is implicit in the thesis problem formulation, which aims to examine the teaching reality that forms the premise for science and mathematics teachers in relation to the fact that STEM is changing from being a political goal to being part of the teaching landscape in elementary school.
The findings in my research placed the opportunity to work with SETM as a form of teaching in elementary school. But it is important to be aware of, that the complexity in the STEM acronyms is unknown for the science and mathematical teachers and a didactical model for using STEM as a form of interdisciplinary teaching has just been developed by didactical scientist.