A Problem with STEM
MetadataShow full item record
Striking differences between physics and biology have important implications for interdisciplinary science, technology, engineering, and mathematics (STEM) education. I am a physicist with interdisciplinary connections. The research group in which I work, the Center for Nonlinear Dynamics at the University of Texas at Austin, is converting into the physics department home for biological physics. Many ofmycollaborations have been with faculty in engineering. For the past 15 years, I have been codirector of the program at the University of Texas at Austin that prepares secondary science and mathematics teachers (UTeach, 2012). The future teachers take a course on scientific research I developed and deliver together with colleagues from biology, astronomy, chemistry, and biochemistry (Marder, 2011). This background naturally makes me an enthusiastic advocate of interdisciplinary education at the secondary and undergraduate levels. Yet at the same time, I am worried by some features of what may be coming. These worries have to do with what can happen as we are all lumped together under the heading of STEM.