Investigating the Potential of Integrated STEM Education from an International Perspective

Abstract

The purpose of this chapter is to describe the conception of the volume, to outline some of the themes and issues considered in integrated approaches to STEM education, and to highlight the diversity of approaches internationally. For many, integrated STEM education is a contested space, with some suggesting we are creating another silo in school curriculum. For others, designing integrated STEM curriculum has the potential to address issues students and teachers currently face in understanding the potential of the STEM subjects to solve many of the world’s problems and, in so doing, engage and enthuse students to want to continue the study of the STEM disciplines into the future. The contributions to this book highlight the potential of integrated STEM curriculum to engage students and support teachers’ professional learning, but they also raise questions and challenge our thinking. While the case studies provide rich examples of the ways researchers are working with teachers and students to develop and implement integrated STEM curriculum, is this sufficient to address the future needs of all students in an ever-complex world? Should integrated STEM education become a critical component of the curriculum in every country and for every student? If so, what are the key messages arising from the contributions to this volume and what questions remain?