Promoting Transformative Science Education in Secondary Schools Regarding to the Future Education of OECD Learning Compass 2030 Concept
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Abstract
The article proposed the guideline of promoting transformative science education in secondary schools regarding to the future education of OECD learning compass 2030 concept which leads to Well-Being as the United Nations [UN] sustainable development goals for 2030. The OECD learning compass 2030 consists of 1) Core Foundations, 2) Competencies, 3) Transformative Competencies, and 4) Anticipation-Action-Reflection [AAR] Cycle). This article proposed STEM and STEAM Education as a representative of learning management for transformative learning in secondary schools leading to well-being. STEM education focuses on applying integrated knowledge for real-world problem situations. Key feature of integrated knowledge is about integrated knowledge of science, technology, engineering, and mathematics. And, another one is STEAM education which highlights art as one more discipline of integrated STEM. Art is added to remind student designing a solution or a prototype concerning on awareness of virtue, beauty, appropriate tradition and culture. In another word, art allows students to know as transformative learning. The article, then, highlighted some examples of STEM or/and STEAM education that were developed based on science, technology and societal issues to motivate students to find a problem and design problem solving. In addition, the ethical dilemmas learning activities also was introduced in order to visualize how students aware of ethic (e.g. environmental issues) for enhancing students’ transformative competencies.
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References
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