In the last decade, the term STEM has been increasingly picked up internationally and come to represent a solution to a range of issues. Within education, STEM is being translated as a curriculum organiser that has the possibility of engaging and retaining students and is interdisciplinary and skills focussed. This paper takes the STEM curriculum as its focus and investigates the influences that have resulted in the current interpretation of STEM as well as the epistemological questions, tensions and issues that this curriculum raises. The paper does this through a consideration of previous and current curriculum movements and debates and in doing so raises questions about the underlying assumptions, form and focus that STEM curriculum take before considering some possible future directions.

中文翻译：

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跨学科 STEM 课程的趋势、问题和可能性

在过去十年中，STEM 一词在国际上越来越多地被采用，并代表了一系列问题的解决方案。在教育中，STEM 被翻译成一个课程组织者，它有可能吸引和留住学生，并且是跨学科和技能的重点。本文以 STEM 课程为重点，调查导致当前 STEM 解释的影响以及该课程引发的认识论问题、张力和问题。本文通过考虑以前和当前的课程运动和辩论来做到这一点，并在此过程中提出了有关 STEM 课程在考虑一些可能的未来方向之前采取的基本假设、形式和重点的问题。