"Our children’s wellbeing relies on developing deep conceptual knowledge in key areas rather than shallow knowledge in many areas. It is useless to teach youngsters computer programming if they don’t understand foundational mathematics concepts. This means we must realise that not every STEM initiative is good.
In primary schools, STEM should be mainly about mathematics. The teaching of science in primary schools is often concentrated on procedural knowledge (e.g. can you name the planets) rather than conceptual knowledge. Developing a deep conceptual knowledge in foundational areas of maths is vital for a meaningful understanding of science, technology, engineering and mathematical skills in later years."
Read more from Ben Jensen's opinion piece in the Australian Financial Review on their website here.