STEM Revisited: A Paradigm Shift in Teaching and Learning the Science Related Disciplines
K. C. Koutsopoulos *
National Technical University of Athens, 9 Iroon Polytechnioy Str. 15780 Zographou, Greece.
*Author to whom correspondence should be addressed.
Abstract
For an appropriate way to deal with teaching and learning the Science Related Disciplines (SRD) there is an axiomatic need to accept an integrated-holistic approach both in terms of the way we regard them and of how we practice them. As a result of that need, this paper presents a multi-prong proposition to substantiate that teaching and learning of the SRD have recently undergone a paradigm shift from a Relational Literacies approach, based on searching for knowledge, and which in turn has replaced the traditional Independent Disciplines approach, based on transmitting knowledge, towards an integrated-holistic approach, bringing education into the new Integrated Competences paradigm, which is based on formulating knowledge and which should be understood as representing the confrontation of the Science Related Disciplines with the real world and its conditions.
Keywords: Paradigm shift, integration, classroom knowledge, science related disciplines