Reading, writing and relevancy: Integrating 3R's into STEM
Pearman, Cathy J.
MetadataShow full item record
Lefever-Davis, S., & Pearman, C. J. (2015). Reading, writing and relevancy: Integrating 3R's into STEM. The Open Communication Journal, 9, (Suppl 1: M9) 61-64. doi:10.2174/1874916X01509010061
A recent editorial in the New York Times (Editorial, 2013) raised an awareness of a growing demand for more college graduates in the Science, Technology, Engineering and Math (STEM) fields. This fact, coupled with a declining interest on the part of students in those areas (ACT, 2013) necessitates a dramatic and urgent need for K-12 curriculum that fosters an interest in these fields and promotes skills that facilitate success. Many educators believe the solution is a curriculum steeped in a problem-based approach that integrates strong communication skills (Sanders, 2009). This article will describe the importance and essence of making STEM instruction relevant through a problem-based learning approach at the same time promoting students' literacy skills. Specific suggestions for instructional strategies that can be used effectively in a problem-based curriculum to promote competence and interest in STEM areas will also be described.
Open access article.