Transformable Classroom: Designing an adaptable Classroom for STEM Education
Jimmy Tsz-Wai HO1*, Thomas CHUNG2, Sau-Lai LEE3
1Mr, The Chinese University of Hong Kong, HONG KONG, firstname.lastname@example.org
2Assoc. Prof., The Chinese University of Hong Kong, HONG KONG, email@example.com
3Dr, The Chinese University of Hong Kong, HONG KONG, firstname.lastname@example.org
In recent years, STEM education has been introduced to equip students for the 21st-century working environment, one that requires problem-solving skills, innovation, design and creativity (Sen et al., 2018). Although the jury is still out on the exact definition of STEM education, it is clear that at least three pedagogical aspects are different from traditional mono-disciplinary subject learning, including learning content, attitudinal knowledge and instructional strategies. In STEM, learning content involves disciplinary knowledge, concepts and skills of science, technology, engineering and mathematics, attitudinal knowledge refers to positive attitudes and intellectual strengths such as creativity and mindset towards STEM learning, while instructional strategies embrace methods of applying and integrating disciplinary knowledge such as project and inquiry-based learning. It is argued that conventional classroom settings cannot facilitate such pedagogical needs of STEM due to the lack of adaptability.
This paper examines the spatial requirements of STEM education and demonstrates through an actual redesign project in a Hong Kong primary school how architectural design can support learning content, attitudinal knowledge and instructional strategies specific to STEM learning.
Keywords: Adaptability, STEM, instruction, primary school, architectural design
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