Disruptive STEM Didactics. Changing the Paradigm from Traditional Teaching to Teacher Coaching

Abstract

The authorities of the Fidélitas University of Costa Rica, have established as a strategic project, the search for a contemporary and disruptive curricular model, to respond to the new generations of creative students of the XXI century. This model is adopted from the curricular analysis of the main Universities worldwide, such as Harvard University, the Massachusetts Institute of Technology (MIT), the Federal University of Zurich (ETH) and the National University of Singapore (NUS), universities that are in the first places of the QS ranking of England, for their capacity for innovation to solve the global problems of the next 50 years. The curricular model adapted by the Fidélitas University is based on disruptive STEM didactics (whose acronym stands for Science, Technology, Engineering & Mathematics). The National Science Foundation proposed the STEM model in the early 1990s. In this regard, it is said that science (S) and mathematics (M) provide research and measurement, thenengineering (E) designs and innovate in the search for the solution of real problems and as a result, the technology (T) is obtained, which refers to the products, services and systems, provided by Engineering in the solution of complex problems. At the same time, it is an integrating curricular approach: it integrates knowledge, to know how to know, to know how to do, to know how to be and to know how to live together, fundamental educational pillars of UNESCO (Brodeur, 2007). The philosophy of the STEM model, enhances the creativity of students and teachers to solve complex problems, in order to achieve continuous improvement of society, turning needs into creative ideas necessary to engage generations of digital students (Y - Millennials) and virtual (Z and Alpha).