Implementation of STEM Education Programs in Schools - Article Example

Implementation of STEM education programs in schools al affiliation Implementation of STEM education programs in schools The implementation process of the STEM subjects is the most important aspect in the teaching and learning of STEM subjects. As seen in the work compiled by Satchwell and Loepp (2002), it is vital that a proper design of the implementation of the STEM subjects be created. This resulted from the fact that it had been tasking to come up with a design that will successfully ensure that the three subjects were taught successfully.

To achieve a proper connection of the three subjects, Satchwell and Loepp (2002) argue that there was need to design a curriculum that would ensure successful implementation of the subjects. Implementation in this context means an amalgamation of concepts from the three disciplines. In the article, the authors are of the thought that it would be tasking to effectively implement teaching and learning of these concepts without incorporating the contribution of languages, arts as well as the social sciences (Satchwell and Loepp, 2002).

The process curriculum has seen an effectual implementation of the STEM subjects in schools. The successful implementation as the authors argue, involved the contribution of the project team, and the design panel who were involved in revising the curriculum so as to incorporate the needs of all learners (Satchwell and Loepp, 2002). Information from all stakeholders was collected, all in an attempt to ensure quality implementation of the STEM program. Through the process, the learners in Middle schools have been indicated to not only explore the ideas in the concerned disciplines but also apply the ideas in various contexts (Satchwell and Loepp, 2002).

This is a clear elucidation of the fact that implementation of the STEM curriculum in schools has been successful. However, it is significant to draw attention to the verity that the authors clearly emphasize that the implementation process has been faced with a myriad of challenges. Among the challenges involve the teachers’ need to learn novel content in the present setting (Satchwell and Loepp, 2002). Some teachers have also had a negative attitude towards implementing the STEM curriculum; thus, hindering successful implementation.

Authentic tests have also been a major impediment as the students’ progress was not consistent throughout the learning process (Satchwell and Loepp, 2002). Nonetheless, the authors appreciate the fact that classroom management has played an immense role in ensuring that STEM disciplines are implemented (Satchwell and Loepp, 2002). Schools that managed to design tests that assessed the level of learner competence also indicated successful implementation of the STEM disciplines. In the event that the instructors adopt a professional way of teaching, Satchwell and Loepp (2002) indicate that the entire system will embrace well-organized STEM teaching and learning.

External support is also useful for program focus of STEM teaching and learning since STEM learning is a continuous process that needs close follow-up, if the set objectives have to be attained. The teachers are the major drivers of change. It is, therefore, recommended that they embrace the need for full cooperation so as to run the STEM programs successfully. ReferenceSatchwell, R. E. and Loepp, F. L. (2002). Designing and Implementing an Integrated Mathematics, Science, and Technology Curriculum for the Middle School.

Journal of Industrial Teacher Education, 39 (3). [Online]. Retrieved from: http://scholar.lib.vt.edu/ejournals/JITE/v39n3/satchwell.html.