Abstract
In this chapter, we focus on the integrated nature of STEM education in a wide-ranging view. Frist, we briefly interpret reasons why STEM education and synthesize various standpoints of integration in the literature. Then, on the basis of the relevant literature on integrated STEM education, an ideal model is proposed, which include four elements: discipline knowledge, teaching strategies, expectations, and learning system. After that, some analysis and discussion of this ideal model together with all parts of the model are provided. Followed by this ideal model, we have examined the literature on integrated STEM education in action so as to discuss the way to be integrated toward STEM education and enactment of integrated STEM education in practice. Finally, based on this ideal model, a couple of conclusions are summarized and implications are discussed.
Highlights
The initial intent of STEM education was to build strengths in science, technology, engineering, and mathematics as a response to the declining number of students undertaking those relevant courses in high school or at university
This framework focuses on discussing STEM integration under the background of K-12 education in a broad view, which involves a range of experiences with some degree of connection, and these experiences can be concluded into four features: goals, outcomes, nature and scope of integration, and implementation [10]
The significance of this chapter lies in its potential contribution to the existing knowledge system of the integrated STEM education in K-12
Summary
“STEM,” an acronym for science, technology, engineering, and mathematics, which was initially proposed by National Science Foundation (NSF) of the USA in the 1990s with the purpose of emphasizing the importance of these four disciplines in the education community and society at large [1, 2]. Since the beginning of the twenty-first century, the notion of STEM has attracted great attention globally and has been regarded as one of the primary foci of educational and curricular policy. It neither does intend to replace national curriculum frameworks or state curriculum standards, nor does it mean to be a quick fix for education problems [3]. The STEM education provides an approach to teaching and learning that removes or relieves the traditional barriers of disciplines to foster students’ abilities
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