Challenges of multidimensional science education: A philosophical perspective

Authors

Ni Nyoman Sri Putu Verawati , Muhammad Sarjan

DOI:

10.29303/jpm.v18i6.5701

Published:

2023-11-30

Issue:

Vol. 18 No. 6 (2023): November 2023

Keywords:

Challenge, Multidimensional Science Education, Philosophical Perspective, Science Pedagogy

Articles

Downloads

How to Cite

Verawati, N. N. S. P., & Sarjan, M. (2023). Challenges of multidimensional science education: A philosophical perspective. Jurnal Pijar Mipa, 18(6), 892–897. https://doi.org/10.29303/jpm.v18i6.5701
Crossref
Scopus
Google Scholar
Europe PMC

Downloads

Download data is not yet available.

Metrics

Metrics Loading ...

Abstract

This study explores multidimensional science education's challenges and critically reviews philosophical aspects. The exploratory study was conducted by performing bibliometric analysis and literature reviews on the context related to the challenges of multidimensional science education from a philosophical perspective. Using data sources from SCOPUS and GOOGLE SCHOLAR, studies were found that align with multidimensional science education (studies that intersect with the application of disciplinary, multi-disciplinary, inter-disciplinary, and trans-disciplinary approaches). The literature review revealed challenges in science education, primarily related to pedagogical challenges. These pedagogical challenges are caused by the interdisciplinary nature inherent in science, thus requiring adequate adaptation of teachers' knowledge about science. The literature review uncovered effective pedagogy in science characterized by approaches that prioritize exploratory processes, authenticity, and a focus on encouraging critical thinking. In line with the principles of axiological philosophy in multidimensional science education, it is essential to prepare adequate pedagogical infrastructure to continue supporting efforts in developing contemporary and future science education. Ultimately, formulating effective pedagogy will serve as a foundation for teachers to impart meaningful and valuable science education from the perspective of axiological philosophy.

References

Kayan-Fadlelmula, F., Sellami, A., Abdelkader, N., & Umer, S. (2022). A systematic review of STEM education research in the GCC countries: Trends, gaps and barriers. International Journal of STEM Education, 9(1), 2.

Miller‐Idriss, C., & Hanauer, E. (2011). Transnational higher education: Offshore campuses in the Middle East. Comparative Education, 47(2), 181–207.

Lee, M.-H., Chai, C. S., & Hong, H.-Y. (2019). STEM Education in Asia Pacific: Challenges and Development. The Asia-Pacific Education Researcher, 28(1), 1–4.

Margot, K. C., & Kettler, T. (2019). Teachers' perception of STEM integration and education: A systematic literature review. International Journal of STEM Education, 6(1), 2.

Al Salami, M. K., Makela, C. J., & de Miranda, M. A. (2017). Assessing changes in teachers' attitudes toward interdisciplinary STEM teaching. International Journal of Technology and Design Education, 27(1), 63–88.

Bagiati, A., & Evangelou, D. (2015). Engineering curriculum in the preschool classroom: The teacher's experience. European Early Childhood Education Research Journal, 23(1), 112–128.

Holmlund, T. D., Lesseig, K., & Slavit, D. (2018). Making sense of "STEM education" in K-12 contexts. International Journal of STEM Education, 5(1), 32.

Li, Y., Schoenfeld, A. H., diSessa, A. A., Graesser, A. C., Benson, L. C., English, L. D., & Duschl, R. A. (2019). Design and Design Thinking in STEM Education. Journal for STEM Education Research, 2(2), 93–104.

Leung, A. (2020). Boundary crossing pedagogy in STEM education. International Journal of STEM Education, 7(1), 15.

Börner, K., Scrivner, O., Gallant, M., Ma, S., Liu, X., Chewning, K., Wu, L., & Evans, J. A. (2018). Skill discrepancies between research, education, and jobs reveal the critical need to supply soft skills for the data economy. Proceedings of the National Academy of Sciences, 115(50), 12630–12637.

Van Laar, E., van Deursen, A. J. A. M., van Dijk, J. A. G. M., & de Haan, J. (2017). The relation between 21st-century skills and digital skills: A systematic literature review. Computers in Human Behavior, 72, 577–588.

Ryu, M., Mentzer, N., & Knobloch, N. (2019). Preservice teachers' experiences of STEM integration: Challenges and implications for integrated STEM teacher preparation. International Journal of Technology and Design Education, 29(3), 493–512.

Smith, K., Maynard, N., Berry, A., Stephenson, T., Spiteri, T., Corrigan, D., Mansfield, J., Ellerton, P., & Smith, T. (2022). Principles of Problem-Based Learning (PBL) in STEM Education: Using Expert Wisdom and Research to Frame Educational Practice. Education Sciences, 12(10), Article 10.

Sarkingobir, Y., Egbebi, L. F., & Awofala, A. O. A. (2023). Bibliometric Analysis of the Thinking Styles in Math and Its' Implication on Science Learning. International Journal of Essential Competencies in Education, 2(1), 75–87.

Wirzal, M. D. H., Nordin, N. A. H. M., Bustam, M. A., & Joselevich, M. (2022). Bibliometric Analysis of Research on Scientific Literacy between 2018 and 2022: Science Education Subject. International Journal of Essential Competencies in Education, 1(2), 69–83.

Annisa, N., Asrizal, & Festiyed. (2022). Effects of STEM-based learning materials on knowledge and literacy of students in science and physics learning: A meta-analysis. Journal of Physics: Conference Series, 2309(1), 012063.

English, L. D. (2023). Ways of thinking in STEM-based problem solving. ZDM – Mathematics Education.

Tuong, H. A., Nam, P. S., Hau, N. H., Tien, V. T. B., Lavicza, Z., & Hougton, T. (2023). Utilizing STEM-based practices to enhance mathematics teaching in Vietnam: Developing students' real-world problem solving and 21st century skills. Journal of Technology and Science Education, 13(1), Article 1.

Biazus, M. de O., & Mahtari, S. (2022). The Impact of Project-Based Learning (PjBL) Model on Secondary Students' Creative Thinking Skills. International Journal of Essential Competencies in Education, 1(1), 38–48.

Bilad, M. R., Anwar, K., & Hayati, S. (2022). Nurturing Prospective STEM Teachers' Critical Thinking Skill through Virtual Simulation-Assisted Remote Inquiry in Fourier Transform Courses. International Journal of Essential Competencies in Education, 1(1), Article 1.

Bilad, M. R., Doyan, A., & Susilawati, S. (2022). Analyzing STEM Students' Critical Thinking Performance: Literacy Study on the Polymer Film Fabrication Process Irradiated with Gamma Rays. International Journal of Essential Competencies in Education, 1(2), Article 2.

Ekayanti, B. H., Prayogi, S., & Gummah, S. (2022). Efforts to Drill the Critical Thinking Skills on Momentum and Impulse Phenomena Using Discovery Learning Model. International Journal of Essential Competencies in Education, 1(2), Article 2.

Fitriani, H., Samsuri, T., Rachmadiarti, F., Raharjo, R., & Mantlana, C. D. (2022). Development of Evaluative-Process Learning Tools Integrated with Conceptual-Problem-Based Learning Models: Study of Its Validity and Effectiveness to Train Critical Thinking. International Journal of Essential Competencies in Education, 1(1), Article 1.

Verawati, N. N. S. P., Handriani, L. S., & Prahani, B. K. (2022). The Experimental Experience of Motion Kinematics in Biology Class Using PhET Virtual Simulation and Its Impact on Learning Outcomes. International Journal of Essential Competencies in Education, 1(1), Article 1.

Asy’ari, M., & Da Rosa, C. T. W. (2022). Prospective Teachers' Metacognitive Awareness in Remote Learning: Analytical Study Viewed from Cognitive Style and Gender. International Journal of Essential Competencies in Education, 1(1), 18–26.

Suhirman, S., & Ghazali, I. (2022). Exploring Students' Critical Thinking and Curiosity: A Study on Problem-Based Learning with Character Development and Naturalist Intelligence. International Journal of Essential Competencies in Education, 1(2), 95–107.

Prayogi, S., Ardi, R. F. P., Yazidi, R. E., Tseng, K.-C., & Mustofa, H. A. (2023). The Analysis of Students' Design Thinking in Inquiry-Based Learning in Routine University Science Courses. International Journal of Essential Competencies in Education, 2(1), Article 1.

Verawati, N. N. S. P., Rijal, K., & Grendis, N. W. B. (2023). Examining STEM Students' Computational Thinking Skills through Interactive Practicum Utilizing Technology. International Journal of Essential Competencies in Education, 2(1), 54–65.

Bilad, M. R. (2023). Enhancing Engineering Electromagnetics Education: A Comparative Analysis of Synchronous and Asynchronous Learning Environments. International Journal of Essential Competencies in Education, 2(1), 66–74.

Dong, Y., Wang, J., Yang, Y., & Kurup, P. M. (2020). Understanding intrinsic challenges to STEM instructional practices for Chinese teachers based on their beliefs and knowledge base. International Journal of STEM Education, 7(1), 47.

Holstein, K. A., & Keene, K. A. (2013). The Complexities and Challenges Associated with the Implementation of a STEM Curriculum. Teacher Education and Practice, 26(4), 616–636.

Shernoff, D. J., Sinha, S., Bressler, D. M., & Ginsburg, L. (2017). Assessing teacher education and professional development needs for the implementation of integrated approaches to STEM education. International Journal of STEM Education, 4(1), 13.

Le, L. T. B., Tran, T. T., & Tran, N. H. (2021). Challenges to STEM education in Vietnamese high school contexts. Heliyon, 7(12), e08649. https://doi.org/10.1016/j.heliyon.2021.e08649

34. Lesseig, K., Nelson, T. H., Slavit, D., & Seidel, R. A. (2016). Supporting Middle School Teachers' Implementation of STEM Design Challenges. School Science and Mathematics, 116(4), 177–188.

Park, M.-H., Dimitrov, D. M., Patterson, L. G., & Park, D.-Y. (2017). Early childhood teachers' beliefs about readiness for teaching science, technology, engineering, and mathematics. Journal of Early Childhood Research, 15(3), 275–291.

Herro, D., & Quigley, C. (2017). Exploring teachers' perceptions of STEAM teaching through professional development: Implications for teacher educators. Professional Development in Education, 43(3), 416–438.

Dare, E. A., Ellis, J. A., & Roehrig, G. H. (2014). Driven by Beliefs: Understanding Challenges Physical Science Teachers Face When Integrating Engineering and Physics. Journal of Pre-College Engineering Education Research (J-PEER), 4(2).

Verawati, N. N. S. P., Ernita, N., & Prayogi, S. (2022). Enhancing the Reasoning Performance of STEM Students in Modern Physics Courses Using Virtual Simulation in the LMS Platform. International Journal of Emerging Technologies in Learning (iJET), 17(13), Article 13.

Author Biography

Ni Nyoman Sri Putu Verawati, Universitas Mataram

Dosen di Program Studi Pendidikan Fisika, FKIP, Universitas Mataram

License

Copyright (c) 2023 Ni Nyoman Sri Putu Verawati, Muhammad Sarjan

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

The following terms apply to authors who publish in this journal:
1. Authors retain copyright and grant the journal first publication rights, with the work simultaneously licensed under a Creative Commons Attribution License 4.0 International License (CC-BY License) that allows others to share the work with an acknowledgment of the work's authorship and first publication in this journal.

2. Authors may enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., posting it to an institutional repository or publishing it in a book), acknowledging its initial publication in this journal.
3. Before and during the submission process, authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website), as this can lead to productive exchanges as well as earlier and greater citation of published work (See The Effect of Open Access).