Engine to applied learning
Training in the arena of education and development highlights the process of developing particular knowledge and skills for a particular task, often within an arranged setup. It showcases learning by doing approach, on one hand, and division of labour and specialization on the other. These methods promote growth and development prospects of an economy. It focuses on accomplishing defined targets and real application, with gauged outcomes. It is accompanied by holistic educational goalmouths by offering targeted skills for immediate usage.
STEM training is beyond what is seen and observed. It not only comprises Science, Technology, Engineering, and Mathematics, but critical thinking and problem-solving, and analytical skills as well. Modern learning methods are by and large game-based, problem-solving, and learning by doing in nature. The development of critical thinking is an essential learning outcome. It is the capacity to examine information impartially and make rational and justified verdicts. It includes active and skillfull comprehending alongside analysing, synthesizing, and interpreting in information in order to draw meaningful inferences.
We often attach evilness or negativity with critical thinking. It is basically about identifying problems, clarifying those problems, break-down of problems, providing solutions to those problems to arrive at an informed decision-making. STEM focuses on developing critical thinking, problem-solving, and analytical skills. It takes account of an amalgamated breakdown of these strategic areas, facilitating Research and Development (R&D), innovation and preparing students for real-world challenges and job market.
It is very unfortunate that right from scratch viz. Primary education, there is weak STEM learning among students in Jammu and Kashmir especially in the government schools. The main reason behind this weak learning is that students are not well aware about the three Rs (Reading, Writing, and Arithmetic).
Teachers practice rot learning and do not develop critical thinking and problem solving skills among students. When students remain ill-trained and ill-equipped at the primary learning stage, it continues at other stages of learning too. A significant portion of our students follow rote learning and avoid their regional Kashmir language. They are not able to develop critical thinking due to a series of interrelated factors including rote learning practices, an outdated or unscientific education system, socio-cultural-economic pressures, and a lack of stress on independent thought process. The classrooms are such that students are merely passive learners and not active participants. They are simply robots who know nothing beyond books. They are not encouraged for conducting exciting scientific experiments.
STEM learning should equip students with applied knowledge fitting various scientific and technological areas, including information and communication technology (ICT), engineering, artificial intelligence (AI), and data science. It focuses on developing hypotheses, examining information, testing such hypotheses, and inculcating necessary skills for hunting complex circumstances. Backed by innovation, Research, Development, and technology, the development of a strong theoretical underpinning and foundation in STEM education is becoming increasingly significant.
This is because the outlook and method to study STEM is not just about remembering mathematical formulas or complex scientific theories or models, but more about development of critical and analytical understanding. Hence, STEM education should equip children with all the practical and life skills, critical thinking, collective skills, and problem-solving skills required to triumph in a future backed by innovation and development. It is high time to foster creativity, critical thinking, and problem-solving to preparing them for job markets.
Dr. Binish Qadri, former Assistant Professor, Cluster University Srinagar.
