Preliminary study on the design and validation of an instrument to identify knowledge about the nature of STEM
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STEM education has become the basis of enhancing scientific competencies in many countries. However, history, philosophy and sociology are also essential elements of scientific literacy. In recent times, this question of interdisciplinary integration has given rise to debates around the ‘nature’ of STEM (NOSTEM). As of yet, however, there are no tools to assess student knowledge about NOSTEM. The main aim of this article is to design and validate an instrument to identify knowledge about NOSTEM among high school and university students as a contribution towards more integrated science education, more democratised technoscientific knowledge, and more alignment between the needs and interests of the scientific community and those of society as a whole.
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