MONODISCIPLINARITY IN SCIENCE VERSUS TRANSDISCIPLINARITY IN STEM EDUCATION
Authors: Mitja Slavinec, Boris Aberšek, Dino Gačević, Andrej Flogie
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Contemporary society of the fourth industrial revolution (Industry 4.0) increasingly requires the education system (i.e., the school) to train competent, creative and proactive professionals who will be able to solve real life problems. If society is to achieve this, some key paradigm changes must occur in education. The school must first prepare a competence-based curriculum and, secondly, school practice should move away from subject-based teaching, towards an interdisciplinary STEM teaching approach. Obviously, to support this, modern learning environments and ICT solutions and tools have to be used. However, since the interdisciplinary STEM approach has already been implemented and integrated, it can be said that a new, integrated science discipline (STEM) has already emerged, together with a transdisciplinary approach to STEM learning and teaching.
In the present research, a concrete case of designing, developing and producing a solar chimney was used to demonstrate an integrated approach to learning and teaching, while emphasizing especially the advantages of such an interdisciplinary (transdisciplinary) approach to teaching Science, Technology, Engineering and Mathematic content. The empirical research shows that such an approach produces incomparably better results, especially on higher cognitive levels, in comparison to traditional approaches to learning and teaching.