Background
School education should improve science, technology, engineering, and mathematics (STEM) ability not only in science and mathematics but also in technology and engineering. However, practice and research are being conducted without clear definitions and methods for STEM education. Moreover, the positioning and characteristics of the technology included in each STEM field are unclear. Therefore, it is necessary to propose an appropriate framework for practice of STEM from the viewpoint of technology education. In response to this need, this commentary proposes a conceptual framework for the appropriate practice of STEM education.

Results
First, we referred to the perspectives and thinking styles of the fields of science, technology, and mathematics in the Japanese curriculum to specify the approach of the education system to each subject included in STEM. Next, to determine the concept of engineering in STEM education, we referred to the definition of engineering presented in Japan, the USA, and the UK. We positioned engineering, which means creating structures, processes, systems, etc., as a practical STEM activity and attempted to relate it to the unique perspectives and thinking styles of mathematics, science, and technology.

Conclusion
We proposed a conceptual framework for the appropriate practice of STEM education based on the principles of subjects in the Japanese curriculum. The conceptual framework suggests that a means to improve the practice of STEM education is to retain the principles of science, technology, and mathematics in the activity of engineering. It can be inferred that the key point for practicing STEM education is to examine and design the appropriate order and combination of the learning process and activities based on the proposed conceptual framework. Although this framework is theoretical, it can be useful in determining an adequate practice of STEM education and clarifying the relationship between STEM education and technology education.



中文翻译：

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基于日本学科原理的STEM概念框架

背景
技术学校教育不仅应该提高科学，数学，工程和数学（STEM）的能力，而且还应该提高技术和工程学的能力。但是，进行的实践和研究没有明确的STEM教育定义和方法。此外，尚不清楚每个STEM领域中所包含技术的定位和特征。因此，有必要从技术教育的角度为STEM的实践提出一个合适的框架。为满足这种需求，本评论为STEM教育的适当实践提出了一个概念框架。

结果
首先，我们参考了日语课程中科学，技术和数学领域的观点和思维方式，以指定针对STEM中每个学科的教育体系的方法。接下来，为了确定STEM教育中的工程概念，我们参考了在日本，美国和英国提出的工程定义。我们将工程定位，这意味着将结构，过程，系统等创建为一项实用的STEM活动，并尝试将其与数学，科学和技术的独特观点和思维方式联系起来。

结论
我们根据日语课程中的主题原则，为适当的STEM教育实践提出了一个概念框架。概念框架表明，改善STEM教育实践的一种方法是在工程活动中保留科学，技术和数学原理。可以推断出，进行STEM教育的关键是根据提出的概念框架，研究和设计学习过程和活动的适当顺序和组合。尽管此框架是理论框架，但它对于确定适当的STEM教育实践以及阐明STEM教育与技术教育之间的关系很有用。