3.6 Knowledge about the transferability of science
We discussed in section 1 how the STEM sector in Scotland was an important and growing part of the Scottish economy and that women were currently underrepresented in STEM careers. It’s likely that the sector’s requirements will only be reached if more women enter the STEM workforce.
The Royal Academy of Engineering forecast that the STEM sector needs 160,000 engineers, scientists and technicians per year by 2020 (http://www.raeng.org.uk/ publications/ reports/ jobs-and-growth)
However, there are lots of additional and transferable benefits to studying STEM subjects at school and beyond. Familiarity and comfort with math and science are an increasing requirement in many jobs, even if they do not require a STEM degree. Math and science skillsets should be an essential aspect of future-proofing the aspirations of any pupil, and would provide tangible benefits to most occupations and career paths.
A child with high maths scores at age 10 is likely to earn significantly more at age 30 than others, even after pupil characteristics and later qualifications are taken into account. (https://www.gov.uk/ government/ uploads/ system/ uploads/ attachment_data/ file/ 190625/ Reading_and_maths_skills_at_age_10_and_earnings_in_later_life.pdf)
Those who work in a STEM occupation earn 19 per cent more than workers in other occupations. (Hay Group, 2016)
Beyond your world of work, increased STEM capital and knowledge of science and math will enhance anyone’s appreciation and understanding of the world around them. Many of the things that dominate our news, social media and conversations have a strong basis in science. High STEM capital helps us appreciate, enjoy and interpret stories of space exploration, news of medical breakthroughs or developments in computing or robotics.
Improved STEM capital also makes us better citizens and increases our understanding and engagement with more complex scientific issues, such as climate change or the value of vaccinations.
Activity 8
STEM media – consider the following articles on recent scientific progress and breakthroughs. Select one or two that you might be able to teach in a non-STEM class, such as personal, social, health education, history, geography, etc.
- http://discovermagazine.com/ 2010/ oct/ 12-most-important-science-trends-30-years
- https://www.scoopwhoop.com/ inothernews/ 15-discoveries-of-the-decade/ #.r3ej4wfnt
Note down in your learning log your reflections to the following questions:
How could you incorporate this topic into your class?
How could you use this topic to build STEM capital in one (or more) of the 8 dimensions?
How will you mitigate any stereotypes or unconscious biases that people bring into the classroom?
Activity 9 Quiz 3
You can now try Quiz 3.
3.5 Science as a human activity