Η μεθοδολογία STEM στην τεχνική-επαγγελματική εκπαίδευση
The STEM methodology in technical-vocational education
KeywordsΔεξιότητες STEM ; Δευτεροβάθμια τεχνική-επαγγελματική εκπαίδευση ; Εκπαιδευτικός ; Πλάνο μαθήματος
Education depends on the society of which it is a part and the economy, which is the basis of any education system. Improving education and training systems and adapting them to the needs of the economy and modern society is a key issue for education policy debate at both national and European level. In recent years, research shows that there is a growing disinterest among young people in science and technology, resulting in a deficit of basic skills, as shown by the performance of Greek pupils in the PISA tests. The STEM methodology was designed in response to this worrying lack of engagement of young people in STEM-related subjects at school and their reduced interest in related careers. As all professions, but especially the so-called 'technical' ones, require workers who are able to think critically, work as part of a team and independently and possess STEM skills, the use of this methodology becomes even more imperative in technical education, especially if we consider that students who ultimately choose vocational high schools consider maths and science to be difficult subjects that are both abstract and irrelevant to real life. Being a teacher in vocational education, I am particularly concerned about enhancing students' interest so that they choose rather than are forced to engage in STEM activities as I believe that combined use of STEM subjects in solving everyday problems ultimately allows students to explore all subjects better and in depth while developing their critical thinking and creativity, while significantly improving their chances for better career rehabilitation. This thesis seeks to explore the potential for more systematic implementation of STEM education in vocational high schools. More specifically, it examines what are the necessary conditions, logistical and teacher training, in order to facilitate STEM education in the different areas of vocational high school, suggests changes that should be made to enable its implementation, presents the tools that teachers can use to create STEM lessons as well as a comprehensive STEM lesson plan.