Introducing STEM education: implications for educating our teachers in the age of innovation

Abstract

Reforms in education of Science, Technology, Engineering, and Mathematics (STEM) disciplines have been particularly critical for the economic competitiveness of Turkey. There has been some criticism of the reforms at the teacher education level, claiming that Turkish teachers were not prepared to address the needs of their profession. The authors of this article introduced the STEM education model, which was designed with a critical investigation of the previous research on curriculum integration, STEM education, teaching knowledge, and Turkish educational reforms. By focusing on the interaction of mathematics and science, the model emphasized the importance of integrated teaching knowledge to successfully transition from the departmentalized model of teaching to an integrated model that promotes innovation.