Font Size: 

STEM education aims to develop the ability to utilize the learning outcomes of each subject in an integrated manner for problem solving. However, the approach of providing a “Period for Integrated Study,” without reforming the subject curriculum, is failing in Japan. Therefore, I propose to design inquiry activities utilizing the learning outcomes of each subject to achieve the Sustainable Development Goals (SDGs), and then redesign each subject curriculum as a preparatory activity. This study aims to build upon our previous studies developing instructional materials for SDG related policy evaluation, by focusing on one element, and considering how substances containing it are circulated and distributed in the natural world and human society. Subsequently, the learning outcomes of Science can be integrated by looking at the circulation and distribution from the aspect of chemical reactions, the impact on the environment and ecosystem, and the generation and consumption of energy. Moreover, by considering their good/bad effects on human life and linking them with technology promoting or suppressing reactions, the learning outcomes of Social Studies, Technology, and Engineering can be integrated. Furthermore, the learning outcomes of Mathematics can be integrated by evaluating the policies of developing and using such technology.

STEM education, high school education, curriculum design