Promoting STEM-DTaM as an Interdisciplinary Learning Model to Facilitate Interdisciplinary Thinking Construction: A Conceptual Framework Muhamad Gina Nugraha1,2*, Gillian Kidman1 and Hazel Tan1
1Faculty of Education, Monash University, Australia
2Faculty of Mathematics and Science Education, Indonesia University of Education, Indonesia
Abstract
Interdisciplinary thinking is essential to understanding and solving problems comprehensively because in real life, problems are not separated into isolated disciplines. To facilitate interdisciplinary thinking construction, interdisciplinary learning that involves various disciplinary viewpoints and integrates that knowledge is needed. STEM is believed to be an interdisciplinary learning that integrates Science, Mathematics, Engineering and Mathematics knowledge in the learning process. However, as STEM rapidly spreads and grows, the concept and definition have become ill-defined. In this study, we conduct a critical analysis of the literature to propose a new conceptual framework to implement STEM education. We propose a STEM-DTaM (STEM with Design Thinking and Makerspace) learning model, which consists of seven steps as an interdisciplinary learning, and we unfold how this proposed learning could theoretically be advantageous in facilitating interdisciplinary thinking construction.
