Integrated STEM education as a means to improve science education: A blind alley?

Plenární přednášky budou probíhat v anglickém jazyce.

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Notwithstanding the increasing attention devoted to the STEM acronym in recent years, the research agenda lacks a clear conceptualization of what constitutes STEM education and how it should be transferred to classroom practice. In this sense, STEM has become a major slogan that has gradually monopolized the international discourse related to improving science education curricula. Despite the popularity of this acronym, there are many aspects of the STEM discourse that require thorough scrutiny. In particular, it is important to reflect on (a) its origins and the ideology that underlies such a movement, (b) how it is conceptualized in the literature, and (c) the lack of sound research to support its relevance. Against this background, in this conference, I reflect on the educational and research practices that are being developed under the STEM umbrella, with special emphasis on its origins, the multiplicity of existing definitions and conceptualizations, the problems inherent to its didactic transposition, and the lack of conclusive findings that support its viability and relevance for science education.