Opening multi-disciplinary paths to science knowledge
Print Edition
Western International School of Shanghai is a full-continuum IB school and so STEM is not a grouping that we officially use. However, it is a natural grouping and one that is easy to nurture either through specific interdisciplinary units or by explicit usage within the subject. Design technology is after all a very rich and diverse subject. Designing a product from concept through to actualization, in its basic form, requires the designer/student to research, analyze, design, make and evaluate the success of the product. Students present and document their research in their design folder and so a proficiency in written English is also important.
Many subjects in schools are taught in isolation and as a result students view them in isolation, but this is not how the world works, everything is connected and subjects are a part of our rich everyday lives. Design technology is an incredibly dynamic subject and unlike most subjects, it brings together a range of disciplines and uses them together in real life situations. Furthermore it places a design cycle at its heart and gives students the opportunity to bring their ideas to life through a creative process. Students use knowledge and skills from a range of other subjects, such as science and math, in context when solving design challenges and the process is so fluid that quite often students don’t even realize the skill transfer that they are demonstrating.
As part of my learning environment approach, I foster the growth mindset philosophy. Creating vibrant learning environments in which students feel safe and free to experiment with new ideas helps students realize that they can achieve far more than they ever thought possible.
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