Explaining the AMST Model: Using Arts, Maths, Science, and Technology in an Upgraded Problem-Based Learning Approach

Georgia Daleure

Recent literature has touted the importance of the Science, Technology, Engineering, and Mathematics (STEM) curriculum model as the best way to develop a problem-based inquiry in the technology-rich, globally-connected 21st century learning environment. While this approach provides an interesting and valuable approach, not all students are excited, stimulated, and motivated by scenarios centered around engineering concepts; therefore, the model falls short of addressing important competencies that have little or no acknowledgement in the STEM curriculum model. The missing elements include the purpose and the consequences and developing the 21st century skills needed in knowledge economy jobs. By adding modules in which an arts discipline serves as the central point of the instructional scenario, students can be exposed to a broader range of interest provoking experiences. For lack of a better acronym, AMST is used representing the components of Arts, Math, Science, and Technology, to refer to a problem-based curriculum using arts-based central scenario components serving to support integrated sub-modules of maths, science (which may include engineering), information literacy, and computing technology.

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