THE TRANSFORMATIVE ARCHITECTURE OF STEM: A QUALITATIVE ANALYSIS OF CREATIVITY AND CONCEPTUAL ACHIEVEMENT

Sada Warsi; Usman Ali Kagazgar

doi:10.59828/ijeve.v1i4.19

Authors

Sada Warsi Research Scholar, Department of Education, Integral University, Lucknow, Uttar Pradesh Author
Usman Ali Kagazgar Research Scholar, Department of Political Science, Aligarh Muslim University Author

DOI:

https://doi.org/10.59828/ijeve.v1i4.19

Abstract

The development of the pedagogical paradigm has been oriented to the trend of combining Science, Technology, Engineering, and Mathematics (STEM) as a single and integrated approach towards the intricate demands of the modern age. This shift is a move out of the classic, siloed, mode of education in which these academic fields are frequently viewed as separate reservoirs of knowledge instead of having a cohesive relationship as modes of inquiry and problem-solving. Fundamental to integrative STEM education is the fact that its constituent subjects alone do not make it but is rather a dynamic synergy that occurs when scientific inquiry, application of technology, engineering design, and mathematical reasoning are combined to respond to real-life situations. The underlying belief of this shift is that such integrated approach is necessary to prepare students with the transversal skills necessary to negotiate into a fast-moving global environment with a focus on nurturing creativity and profound academic learning as opposed to the rote learning of facts.

Keywords: STEM, Creativity, Divergent Thinking