Nurturing Curiosity Learning Through STEM in Physical Education in Zimbabwe

Nurturing Curiosity Learning Through STEM in Physical Education in Zimbabwe

Thembelihle Gondo, Jenet Jean Mudekunye
Copyright: © 2020 |Pages: 11
DOI: 10.4018/IJTESSS.2020070102
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Abstract

Science, technology, engineering, and mathematics (STEM) develop deep mathematical and scientific underpinnings students need in the 21st-century workforce. The future of many countries lies in lifetime engagement with STEM education. STEM is an expressive curriculum pertinent to learners and develops reasoning, investigative, and creative skills. Modern lives that affect the economy are transformed through innovations. Economic ambitions can be driven through supporting technological creativity solutions for economic competitiveness. Children see STEM as a tool that helps them understand their world and critically think about intentionally incorporating different subjects across existing curriculum. This paper looks at the possibility of nurturing curiosity in physical education through STEM in Zimbabwe. The paper uses library methodology approach. The article proposes appropriate instruction for underprepared workforce through workshops and staff development. Proficiency thinking, problem-solving, and engineering skills exposure are also advocated for.
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Introduction

Children are born with an incredible capacity to learn and should be exposed to activities that develop critical and problem-solving skills. Development of science and related skills begins in the early ears and the prowess among children could be nurtured through inquiry-based learning (Brandwein, 1995). Science, Technology, Engineering and Mathematics (STEM) has been at the heart of a technological revolution that is aimed at transforming the education system in Zimbabwe and elsewhere (International Technology and Engineering Education Association, 2011; Kelly, 2012; Miaoulis, 2011; White, 2014). STEM is viewed as a fundamental part of early childhood education that nurtures and develops skills and activities at an early stage ensuring that learners maximize their capacity (Brown, Brown, Reardon and Merrill, 2011; International Technology and Engineering Education Association, 2011). This paper focuses on possibilities of nurturing curiosity learning through STEM in Physical Education in Zimbabwe.

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