In the 1990s the folks at the National Science Foundation began bouncing around the acronym SMET to describe the related disciplines of science, math, engineering, and technology. It did not catch on. In 2001, Judith Ramaley, a biologist who was then working as the assistant director of education and human resources at NSF, rearranged the words to form the STEM acronym. She just liked the sound of it better.
This pedagogical blend has blossomed around the world into programs in 96 countries, taking on such names as MINT (Germany), SHAPE (England) and the handful or so variations found in U.S. schools, including STEAM and STREAM. The evolution of STEM has been driven by the headlong velocity of technological innovation. AI, as you can imagine, has accelerated that pace of change.
Over the last couple of weeks, I canvased movers, shakers, and shapers in the world of STEM to get a feel for how they think the field will adapt to changes instigated by AI.
At the School Level
Steve Zipkes is a former principal of nationally renowned Manor New Tech High School in Texas, which was visited by President Barack Obama to celebrate the school’s STEM success with diverse learners. He currently works a principal for Cedars-International Next Generation STEAM High School.
The pedagogy of choice at Steve’s schools is always project-based learning; it is the delivery system for STEM/STEAM content. “AI combined with Project-Based Learning in STEM turns classrooms into innovation hubs, where students become creators, not just consumers, of technology” said Zipkes. “This integration in STEM education fosters critical thinking and creativity, empowering students to solve real-world problems with data-driven insights and collaborative solutions.
At the State Level
Casey Agena is an educational consultant working on various AI-related projects for the Hawaii Department of Education. Agena, who was one of the authors of the California state computer science standards, focused during our conversation on how integration of AI impacts middle and high school math, particularly for diverse learners.
“Hawaii is rewriting content standards for the 2024-2025 school year,” Agena explained. “We have to look at the scope and sequence of math pathways in that process. We have to look at what math pathways look like to get Hawaiian students skilled so they can pursue a career in a STEM-related field. Does that mean we run Algebra II as a data science course? Does that mean we incorporate AI-generated and analyzed data into Algebra I? We also have to figure out if there is a gatekeeper for these courses. What is helping or preventing students from enrolling in these classes? We are deeply worried about equity issues.”
Agena touched upon one of the biggest pain points (and costs) associated with wholesale AI integration: professional development and teacher recruitment. “Who is going to teach these classes is always one of the first questions we ask ourselves,” Agena said. “And how do we prepare them to teach?”
In California, recently signed legislation requires considering AI literacy in the criteria for evaluating instructional materials, especially those focused on the STEM fields. According to California Assembly Bill 2876, AI literacy is “…the knowledge, skills, and attitudes associated with how artificial intelligence works, including its principles, concepts, and applications, as well as how to use artificial intelligence, including its limitations, implications, and ethical considerations.”
At the National Level
Dr. David L. Dimmett, President and CEO of Project Lead the Way, is being proactive about how his organization, which operates in more than 12,200 schools in all 50 states, integrates AI into its work.
“There are two primary ways we are thinking about AI at PLTW,” Dimmett said. “First, as a business, we want to use the most effective tools to help our team be both effective and efficient in our work. To that end, we are adopting appropriate policies and use-specific AI tools to strengthen and support our team. Second, we want to ensure that the millions of students and over 100,000 educators we support have access to the most relevant curricular offerings and instructional tools. To that end, we are enhancing our content, platform, and related supports for teaching and learning to include AI elements where appropriate.”
Dr. Erika Shugart is the CEO of the National Science Teaching Association, which has included STEM in its strategic planning since 2014. As expected, her organization devotes a great deal of attention and resources to incorporating AI literacy into its professional development and materials.
“NSTA empowers educators to transform science education with professional learning and teaching resources on relevant topics, like artificial intelligence,” Shugart told me. “Through our conferences, professional learning, and publications we are enhancing teachers’ effectiveness in the classroom with resources on the practical use of AI in learning settings, on school and district policies on AI, and about the social justice implications of AI. By equipping teachers with the knowledge and tools to navigate these emerging technologies, we can positively impact student learning for all.”
Pat Yongpradit is the Chief Academic Officer of Code.Org, which focuses its organizational efforts on the computer science domain in STEM. Yongpradit bridles at the assumption that the code-writing capacity of generative AI diminishes the importance of computer science.
“It’s ridiculous to think that learning computer science (CS) is no longer important because AI tools are able to write code,” Yongpradit said. “It’s like saying algebra isn’t important because kids have graphing calculators. Computational thinking, metacognition, and creative agency are just a few benefits of a foundational CS experience. The reality is that CS education is more important than ever in an age of AI. When you learn how AI works and about the societal and ethical impacts of AI, you will use AI more effectively and responsibly.”
The Federal Level
The Institute of Education Sciences (IES), the independent research arm of the U.S. Department of Education, has received funding to create four research and development centers that seek to “identify high-reward, quick turnaround, scalable solutions to improve education outcomes for all learners and eliminate persistent achievement and attainment gaps.”
Two of the four centers will study the different use cases for generative AI in STEM fields. The centers will share the name U-GAIN: Using Generative Artificial Intelligence to Augment Teaching and Learning in Classrooms.
The most relevant to this conversation is the National Center on Generative AI for Uplifting STEM+C Education (GENIUS Center), which will transform STEM education through the development of a Gen AI-powered tool called GenAgent. According to IES, GenAgent will serve as a tutor, learning buddy, and assistant for teachers and students in five states: Georgia, Michigan, South Carolina, Tennessee, and California.
From the Source
OpenAI has billed its newest model, o1, as a thinking model, a significant milestone on the road to artificial general intelligence. I wanted to see what it thought about STEM so I asked the following question: “How can generative AI, in particular model o1 of ChatGPT, be beneficial to teaching and learning in the STEM fields?”
It dished out some boilerplate about personalization, interactivity, and resources, and then concluded with a rationale that resonated with my hopes for STEM: “It can explain concepts ranging from basic physics to advanced computational algorithms, making it a valuable tool for students at all levels,” opined ChatGPT. “This accessibility is particularly beneficial for learners in remote areas or underfunded schools where educational resources may be limited. By democratizing access to knowledge, generative AI can help bridge educational disparities.”
Amen, my silicon friend.
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AI enhances STEM education by fostering innovation, equity, and access, empowering diverse learners to thrive in a tech-driven world.
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