The Characteristics of Curriculum Design for STEM/STEAM-Based Learning to Develop Complex Problem-Solving in Japanese High School

The Characteristics of Curriculum Design for STEM/STEAM-Based Learning to Develop Complex Problem-Solving in Japanese High School

The aim of this research is to identify the characteristics of curriculum design in Japanese high schools that effectively implement STEM/STEAM-based learning in the Period for Inquiry-Based Cross-Disciplinary Study. Using a qualitative approach to conduct a collective case study that compares three case studies, it was clarified that the autonomy and flexibility in designing the STEM/STEAM curriculum within the Period for Inquiry-Based Cross-Disciplinary Study allowed Japanese high schools to integrate STEM/STEAM fields through multidisciplinary, interdisciplinary, and transdisciplinary approaches. By having autonomy and flexibility in curriculum design, schools create new subjects or modify existing ones to further support STEM/STEAM-based learning. As such, the curriculum can also incorporate necessary scaffolds to engage students in learning and at the same time provide the depth and breadth in subject areas to further interest students in STEM/STEAM learning. While students were able to engage in real-world problems by integrating STEM/STEAM fields using design thinking. It is uncertain to what extent the full design process is used within the STEM/STEAM-based projects.