This sounds like quite a lot, Michelle!!!

I guess as a Chemist, we could start with the sun, stars and maybe Mars.  Look at light and the different colours of minerals

Cu – green, Ca – red, K – lilac, Na – yellow, Mg – white

The patterns, colours, reactions and compounds found in the atmosphere as well as the reflection, refraction of light and the effect of particulates

This is  quite an interesting topic.  I realized that it is hard to define STEAM in only 12 words.  Many words come to mind including integration, innovation, collaboration, differentiation, equity, inclusion using multiple intelligences.  Constructivism includes  inquiry-based learning that also includes project- and problem-based learning, self-regulated learning and the overarching worldview of dialectical pragmatism.  This means that there are multiple views and if it works, it can be used to ensure that through the different methodologies, analyses and reflection, reasonable conclusions can be arrived at. STEAM helps learners to not only acqire knowledge, but helps develop positive attitudes through successful experiences.  This then includes the humanistic approach and the fact that learning is life-long and can be satisfying and not just obligatory.

The topic of the Trebuchet which can be looked at from and educational, cultural, historical, political or pedagogical point of view shows that indeed STEAM involves the entire curriculum, multiple topics that can be integrated in innovative way.  I note that the STEAM point of view involves the following

Science – Calculation of force, distance, friction, inclusion of a motor (Physics), composition of material thrown, like rocks, clods of dirt, metal (Chemistry)

Technology – not just for research purposes but could be incorporated in a computerized motor

Engineering – actual optimum design of the Trebuchet

Art – use of colours to camouflage the Trebuchet, artistic design in order to fit into the background and so be undetected

Mathematics – formulae to calculate the force multiplied, distance travelled, optimum size of ‘cannons’

A further look at the Engineering habits of mind figure and the engineering design model highlights similar areas (the  second layer of the former).  It is interesting to note the additional outer layer of the learning habits of mind include characteristics needed by the 21st century citizen – collaboration (part of the 4 C’s) , curiosity (necessary for entrepreneurship),  and reflection, resourcefulness and resilience  (necessary parts of problem-solving and critical thinking).  Open-mindedness and ethical considerations makes one think of  equity and inclusion. These are necessary for successful STE(A)M integration.

There is indeed some movement in Jamaica.  It is taking time, but attempts are being made.  This initiative will add to the discussion and possible actions.  Teachers are calling for refresher courses regarding the national standards curriculum (NSC) which was introduced in 2016. Many teachers have since left the Jamaican classroom and new persons added.  Also, thoughts on its introduction into upper school needs to be considered.

Originally, the Nature of Science (NoS) and teaching and learning Science followed a strict and rigid pattern such that learners wrote notes on certain theories and proved these theories using mathematical calculations. This process was teacher centred. Carrying out experiments led to the same answers and anything that deviated was incorrect. The only discussion would be centred around the results obtained and reasons for it being near or far from the standard values. Students were not allowed to explore topics of interest or offer any suggestions about changes to the curriculum. In fact, time was not enough to complete the syllabus. Today, many teachers are trained along similar lines and the word “teaching” connotes getting the information into the students’ heads. Indeed there was no space for creativity although “thinking” was encouraged. This is not necessarily true as many science majors do have creative skills in the Arts. The world is changing, although very slowly. The class is mainly driven by the completion of deadlines, number of required summative assessments and submission of grades. So although this statement is not necessarily believed to be true, there is not usually the time or space for the actual practice due to scheduling, availability of resources, strong enough internet access or ability to move outside of the classroom on a regular basis.