Abstract
The purpose of this study is to determine cross-curricular approaches to fostering decision-making competencies in science and technology. The teaching and learning materials of COMPASS are analyzed from the aspects of content, problem-solving, and inquiry process. This was done to identify the subject-specific approaches underlined in the materials.
The study reveals that the provision of multiple subject-specific approaches could help learners to have several ways to see a contextual and holistic problem from different angles. The study summarizes the roles of subject-specific approaches to decision-making in science and technology, and proposes guidelines for future development of the teaching and learning materials of STEM.
