Abstract
A recent editorial in the New York Times (Editorial, 2013) raised an awareness of a growing demand for more college graduates in the Science, Technology, Engineering and Math (STEM) fields. This fact, coupled with a declining interest on the part of students in those areas (ACT, 2013) necessitates a dramatic and urgent need for K-12 curriculum that fosters an interest in these fields and promotes skills that facilitate success. Many educators believe the solution is a curriculum steeped in a problem-based approach that integrates strong communication skills (Sanders, 2009). This article will describe the importance and essence of making STEM instruction relevant through a problem-based learning approach at the same time promoting students' literacy skills. Specific suggestions for instructional strategies that can be used effectively in a problem-based curriculum to promote competence and interest in STEM areas will also be described.
Document Type
Article
DOI
https://doi.org/10.2174/1874916x01509010061
Rights Information
This is an open access article licensed under the terms of the Creative Commons Attribution Non-Commercial License (http://creativecommons.org/licenses/by-nc/3.0/) which permits unrestricted, non-commercial use, distribution and reproduction in any medium, provided the work is properly cited.
Publication Date
2015
Recommended Citation
Lefever-Davis, Shirley, and Cathy J. Pearman. "Reading, Writing and Relevancy: Integrating 3R's into STEM." The Open Communication Journal 9, no. 1 (2015).
Journal Title
The Open Communication Journal
