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Nurturing Curiosity Learning Through STEM in Physical Education in Zimbabwe
Abstract
Science, technology, engineering, and mathematics (STEM) develop deep mathematical and scientific underpinnings students need in the 21st-century workforce. The future of many countries lies in lifetime engagement with STEM education. STEM is an expressive curriculum pertinent to learners and develops reasoning, investigative, and creative skills. Modern lives that affect the economy are transformed through innovations. Economic ambitions can be driven through supporting technological creativity solutions for economic competitiveness. Children see STEM as a tool that helps them understand their world and critically think about intentionally incorporating different subjects across existing curriculum. This paper looks at the possibility of nurturing curiosity in physical education through STEM in Zimbabwe. The paper uses library methodology approach. The article proposes appropriate instruction for underprepared workforce through workshops and staff development. Proficiency thinking, problem-solving, and engineering skills exposure are also advocated for.
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