Abstract
Understanding educator's beliefs is the first step and at the heart of effective educational practices of STEM integration. In this article, we synthesized current related literature to provide a new definition of STEM integration that has a broader and development approach to integrated STEM learning. We also shared examples of different levels of integrated STEM learning and how teachers' beliefs and practices STEM integration support the role of disciplinary ways of thinking. At the end of the article, we emphasized the importance of ways of thinking and identified challenges teachers need to navigate when using integrated STEM teaching and learning.
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