Introduction
There exist some significant differences between the instructional design used in science and engineering activities from the articles and the traditional methods of instruction that I have experienced in the past. First, these articles use designs that greatly emphasize the need for a practical approach. For science and engineering students, the best learning method is to use experiments to solve challenges. Secondly, the methods such as DART require the students to actively participate in solving challenging questions through experiments rather than watching the teacher conduct demonstrations. Third, it requires collaboration and teamwork to teach science and engineering, which is different from the past, where students seat back and actively take notes.
Discussion
After reviewing the articles and the materials provided, it has become clear that evidence-based STEM instructional strategies have certain features that are common and essential to the teaching and learning process. These features reflect the themes of teacher actions versus student actions, evidence of student learning, the length of the learning process, and participation in science and engineering experiments. First, the learning process in STEM is highly personalized. This approach represents the idea that learning is customized to meet the unique needs, interests, and abilities of each learner. For example, teacher differentiation of instructions in these strategies is based on the learning needs. Secondly, the strategies emphasize problem-based learning. Learners are required to solve certain problems and challenges to meet the learning goals. Third, rigorous learning is a key feature in evidence-based STEM strategies, which increases the length of the process. In this case, instructions focus on the processes and content challenging to the learners and demand high cognitive function. One also notes that technology, career, and life skills are essential elements in the strategies as they provide a learning experience focusing on proficiencies that learners need throughout their lives. Furthermore, students and teachers are actively engaged in the learning process as it involves activities requiring teachers to promote self-directed learning, encourage communication, and engage students in teamwork and collaboration.
Conclusion
As an educator, my vision for engaging students in similar evidence-based practices is to ensure that every learner is actively involved in the learning process. I noted that learners must perform most of the tasks in the STEM process while the teacher works to create an environment that fosters collaboration and teamwork. It is easy for students to learn by facing challenges and finding ways to solve them rather than seating down and waiting for the teacher to demonstrate. Therefore, I will develop lesson plans that follow the evidence-based STEM approaches, which will allocate about 85% of the total time in a lesson to active participation by all learners.