Grundlagen einer fächerübergreifenden MINT-Didaktik

Abstract

STEM was introduced as a new interdisciplinary and project-oriented teaching subject at 57 selected Austrian middle schools as part of a school trial. Based on this study, the article examines the question of what opportunities and challenges a subject STEM offers. The introduction examines concepts of STEM education and reviews current studies and literature. Answers to the question of what goals interdisciplinary STEM teaching should serve are discussed based on six educational theoretical and political hopes. In the section on the relationship between STEM and the individual related subjects, it becomes clear that STEM teaching does not aim to put the individual subjects next to each other nor to serve the other subjects, but rather to develop a new interdisciplinary understanding among the pupils. The considerations on teaching methods underline the importance of practical teaching implementation apart from content-related clarifications. The challenge of developing the foundations for interdisciplinary STEM didactics becomes very clear. The final synthesis based on twelve action-driven theses is intended to support the desired success of STEM teaching (not only) in Austria.