Clothing and Textiles: Reinforcing STEM Education through Family and Consumer Sciences Curriculum
By L. M. Shirley & J. Kohler
Glossary Terms
STEM – Science, Technology, Engineering, Math
FCS – Family and Consumer Sciences
Summary of Article
The purpose of this article is to establish how many of the skills needed for students to qualify for graduation in the United States are reinforced through the learning of Clothing and Textile courses. Much of the article is used to demonstrate how various aspects of the course relate directly back to the core objectives for learning STEM skills.
Quotes
“…49 percent of high school students are bored with school every day, and 17% with every class they take.” (Shirley, Kohler, 2012, pg. 46)
This is a sad reality or at least a sad statistic. If true, how do we engage the students in learning that will be exciting and energizing?
“Family and consumer sciences courses reinforce science, technology, engineering, and math (STEM) principles while engaging students in hands-on and relevant learning activities.” (Shirley, Kohler, 2012, pg. 46)
The point and purpose of this article is written to engage the reader to learn about how this claim can be made. I don’t disagree with it; in fact, it makes me more determined to advocate for the maintenance of these programs.
The following quote is quite lengthy but I feel that it is important to show all the varying aspects of STEM that are involved in Clothing and Textile classes. Plus a major part of STEM is to encourage the skills to analyze, question and re-invent for everyday problems. I would not likely use this whole quote but I feel that it is comprehensive and good to have in my notes.
“Clothing and textiles is relevant as a field of study because each day individuals and families dress their bodies. Further, clothing production around the world fulfills a basic human need. Specific scientific and engineering practices required in the development of clothing for consumers includes asking questions (for science) and defining problems (for engineering); developing and using models; planning and carrying out investigations; analyzing and interpreting data; using mathematics and computational thinking; constructing explanations (for science), designing solutions (for engineering); engaging in argument from evidence, and obtaining, evaluating, and communicating information (NRC, 2012). In addition, the sociocultural and personal expression of an individual’s identity is communicated directly through clothing.” (Shirley, Kohler, 2012, pg. 47)
“…textiles are found in every aspect of our lives, from the carpet we walk on and the bandages covering our injuries, to a factory conveyer belt and the space vehicle orbiting the earth.” (Shirley, Kohler, 2012, pg. 48)
People often forget how closely intertwined our world is to textiles, how much we use them and how often we forget about them. They also forget about the roll that they play in national and global economies.
“The first craft to be mechanized using technology and engineering practices was the textile industry.” (Shirley, Kohler, 2012, pg. 48)
“…when the devastating earthquake struck Haiti in 2010. Textiles were seen as the industry that would assist in the recovery of that economy.” (Shirley, Kohler, 2012, pg. 48)
The following quote is one example of where connections can be made with clothing and textile classes with math.
“High school curriculum requires students to use “algebraic, spatial, and logical reasoning to solve measurement problems” (USOE, 2007). A garment cannot be constructed without utilizing geometric concepts and competencies. Students must refer to the pattern size appropriate for their body in order to purchase the correct amount of fabric to correlate with the body and pattern measurement being used to complete the project.” (Shirley, Kohler, 2012, pg. 51)
References
Shirley, L. M., & Kohler, J. (2012). Clothing and textiles: Reinforcing STEM education through family and consumer sciences curriculum. Journal of Family and Consumer Sciences Education, 30(2), 45-56. Available at http://www.natefacs.org/JFCSE/v30no2/v30no2Shirley.pdf
STEM – Science, Technology, Engineering, Math
FCS – Family and Consumer Sciences
Summary of Article
The purpose of this article is to establish how many of the skills needed for students to qualify for graduation in the United States are reinforced through the learning of Clothing and Textile courses. Much of the article is used to demonstrate how various aspects of the course relate directly back to the core objectives for learning STEM skills.
Quotes
“…49 percent of high school students are bored with school every day, and 17% with every class they take.” (Shirley, Kohler, 2012, pg. 46)
This is a sad reality or at least a sad statistic. If true, how do we engage the students in learning that will be exciting and energizing?
“Family and consumer sciences courses reinforce science, technology, engineering, and math (STEM) principles while engaging students in hands-on and relevant learning activities.” (Shirley, Kohler, 2012, pg. 46)
The point and purpose of this article is written to engage the reader to learn about how this claim can be made. I don’t disagree with it; in fact, it makes me more determined to advocate for the maintenance of these programs.
The following quote is quite lengthy but I feel that it is important to show all the varying aspects of STEM that are involved in Clothing and Textile classes. Plus a major part of STEM is to encourage the skills to analyze, question and re-invent for everyday problems. I would not likely use this whole quote but I feel that it is comprehensive and good to have in my notes.
“Clothing and textiles is relevant as a field of study because each day individuals and families dress their bodies. Further, clothing production around the world fulfills a basic human need. Specific scientific and engineering practices required in the development of clothing for consumers includes asking questions (for science) and defining problems (for engineering); developing and using models; planning and carrying out investigations; analyzing and interpreting data; using mathematics and computational thinking; constructing explanations (for science), designing solutions (for engineering); engaging in argument from evidence, and obtaining, evaluating, and communicating information (NRC, 2012). In addition, the sociocultural and personal expression of an individual’s identity is communicated directly through clothing.” (Shirley, Kohler, 2012, pg. 47)
“…textiles are found in every aspect of our lives, from the carpet we walk on and the bandages covering our injuries, to a factory conveyer belt and the space vehicle orbiting the earth.” (Shirley, Kohler, 2012, pg. 48)
People often forget how closely intertwined our world is to textiles, how much we use them and how often we forget about them. They also forget about the roll that they play in national and global economies.
“The first craft to be mechanized using technology and engineering practices was the textile industry.” (Shirley, Kohler, 2012, pg. 48)
“…when the devastating earthquake struck Haiti in 2010. Textiles were seen as the industry that would assist in the recovery of that economy.” (Shirley, Kohler, 2012, pg. 48)
The following quote is one example of where connections can be made with clothing and textile classes with math.
“High school curriculum requires students to use “algebraic, spatial, and logical reasoning to solve measurement problems” (USOE, 2007). A garment cannot be constructed without utilizing geometric concepts and competencies. Students must refer to the pattern size appropriate for their body in order to purchase the correct amount of fabric to correlate with the body and pattern measurement being used to complete the project.” (Shirley, Kohler, 2012, pg. 51)
References
Shirley, L. M., & Kohler, J. (2012). Clothing and textiles: Reinforcing STEM education through family and consumer sciences curriculum. Journal of Family and Consumer Sciences Education, 30(2), 45-56. Available at http://www.natefacs.org/JFCSE/v30no2/v30no2Shirley.pdf