Integrated STEM Education Research Articles

Stepping Carefully: Thinking Through the Potential Pitfalls of Integrated STEM

In light of discussions about the benefits and tradeoffs of integrated STEM education, we present a case that focuses on an apparently promising context for integrating mathematics and science. First- and second-graders observed changes in prairie plants over a year and sought a way to locate their plants in the prairie, as a planned prairie burn would soon destroy the top growth. They agreed to use compasses and pacing to write directions from a common landmark to the plants. Later, the class attempted to reinterpret their conceptions of location and wayfinding in the context of two new representations: a 2-dimensional map and a hoop on the floor that depicted the outline of the prairie. During this conversation, children struggled to integrate their memories of distance and unit-length, experienced within the prairie, to inscriptions that presented an external perspective of the same space. Some problems appeared to stem from the authenticity of the task, which inspired solutions that disrupted the teacher’s mathematical agenda. To promote STEM education, educators need to be aware of the task solutions that children are likely to invent, thoroughly address children’s understanding of representational conventions, and select tasks in which model-test and revision play a prominent role.

A design-led conceptual framework for developing school integrated STEM programs: the Australian context

Integrated Science, Technology, Engineering, and Mathematics (STEM) education is recognised as the latest development stage on the pathway to a highly capable future workforce, and is thus linked to a nation’s future development and prosperity. However, despite various appeals and efforts by the Australian Government, effective processes for constructing relevant educational programs within local curricula remain under-researched. A comprehensive review of the design, and design-led education literature, and of related attempts to develop suitable instructional content and approaches, has been conducted. Its outcome is a recommendation to adopt a design-based pedagogy utilising 3D printing for the development and implementation of integrated STEM programs. Accordingly, this paper proposes a new area of research that requires a deep understanding of appropriate design processes, skills, and mindsets, for integrated STEM education. This study also prototypes a design-led conceptual framework to assist educators in developing integrated STEM programs. Based on the learning theory of Distributed Cognition and the Four-component Instructional Design (4C/ID) model, this conceptual framework begins to address an urgent need to prioritise methodologically rigorous evidence-based research on integrated STEM education. It also has the potential to lead to the formation and collaboration of STEM education communities of teachers, students, and researchers as external instructional leaders to co-develop design-led integrated STEM curriculum.

Forms of participation in an engineering maker‐based inquiry in physics

AbstractThis article discusses a case study of a pair of students mentored by a physics teacher as they engaged in a long‐term (15 months) engineering maker‐based inquiry (EMBI), a mandatory part of these students' formal learning of physics at the advanced high school level. We conceptualize the students' engagement as participating in a particular figured world, which is distinct from the figured world of authentic scientific inquiry. Using fine‐grained discourse analysis of mentor–mentee interactions in authentic working sessions, complemented by interviews and other ethnographic accounts, we: (a) characterize this figured world; (b) identify central legitimate forms of participation that were enacted by the students and influenced their learning; (c) articulate how these forms of participation were socially communicated, constructed, and enforced over time in the interaction between the two students and the educational staff; and (d) examine how these forms of participation facilitated (or impaired) the learning of content and practices of the related physics. Two legitimate forms of participation, which contributed extensively to the EMBI's goal of creating a working artifact, are discussed in detail. The analysis articulates the social construction of these forms of participation and shows that (a) participating as an engineer facilitated many foundational aspects of learning of physics, (b) participating as a technician fostered a sense of agency and efficacy with regard to physics in a student who did not find ways to express himself in the regular physics classroom; however, it did not facilitate the learning of scientific content and practices. The implications for the instruction of physics in school, particularly given recent calls for integrated STEM education and Making in education, are discussed.

STEM Integration for High School Mathematics Teachers

The discipline of mathematics in science, technology, engineering, and mathematics (STEM) integration has not yet been consistently connected in a clear way for a large amount of high school mathematics teacher to implement STEM integration well. In response to this I have proposed a focus on integrated steM education; the integration of STEM subjects with an explicit focus on mathematics. There are benefits to integrated steM education in a mathematics classroom including increased motivation, interest, and achievement for students. Integrated steM integration can also prepare students with the needed proficiencies and knowledge bases to be productive and impactful members of society. This article discusses three methods that high school mathematics teachers can utilize for integrated steM education. By focusing on open-ended problems through engineering design challenges, mathematical modeling, and mathematics integrated with technology high school students are more likely to see mathematics as meaningful and valuable. Examples of each method are discussed along with common instructional elements among the methods.

Comparing Crosscutting Practices in STEM Disciplines

In the literature, there are multiple definitions of integrated STEM education, resulting in ambiguity and uncertainty of application. A firm conception of integrated STEM education is needed to determine its content, procedures and epistemological knowledge, the latter being the focus of this article. While epistemological accounts exist for its several disciplines, an integrated STEM epistemology has not yet emerged. This article provides a comparative analysis of modeling and argumentation in mathematics, science, and engineering and notes the observed similarities, intersections, and differences of their practice in these fields. Emphasis is given to the differences, which have not been elaborated in current literature although their importance has been noted. In this context, we examine definitions and functions of models and arguments in science and mathematics. The difference in argumentation concerns mainly the validation of knowledge; in models, the differences pertain to their constitution and intended aim. We also describe mathematical modeling, which optimally illustrates the interplay and collaboration of mathematics and science and permits comparison of their respective practices. The article contributes to the issue of the interrelated diversity of STEM practices and the intellectual and pragmatic educational benefits this issue confers.

Bridging the Gap between Secondary and Higher STEM Education – the Case of STEM@school

Our rapidly changing society needs highly-qualified STEM professionals (experts in science, technology, engineering, and mathematics) to develop solutions to the problems it is facing. Many of the students who graduate from a STEM programme in secondary education, however, opt out of STEM when enrolling in higher education, often due to a loss of interest. To ensure sufficiently high and qualified enrolment in higher STEM education, we need to bridge this gap between secondary and higher STEM education by showing our youngsters the relevance of science and technology to their personal life and environment. To this end, the project STEM@school promoted and studied the idea of integrated STEM in secondary education in Flanders, Belgium. In integrated STEM education, learning contents from the separate STEM courses are linked in an authentic way, as they often are in our environmental challenges. This approach encourages students as well as their teachers to acquire a robust understanding of STEM concepts, and a creative, inquisitive, and collaborative mindset. For the design of integrated STEM curricula, STEM@school united secondary-school STEM teachers and university researchers. This article elaborates on the principles, opportunities and challenges of the design and implementation of these curricula and discusses their promising effects on students’ conceptual understanding and attitudes towards STEM subjects. The article concludes with tips and tricks to get started with integrated STEM education in secondary schools.

「Designing Safer Learning Environments for Integrative STEM Education」に基づいた日本の技術科で扱う安全に関する資質・能力の検討

「Designing Safer Learning Environments for Integrative STEM Education」に基づいた日本の技術科で扱う安全に関する資質・能力の検討

Challenges in Implementing STEM Education and Role of Teacher Education Programs in Mitigating these Challenges

STEM instruction is an incorporated methodology that consolidates science, technology, engineering, and mathematics education. This study aimed at finding expected challenges in implementing STEM education and role of teacher education programs in mitigating possible challenges in implementing STEM education in Baluchistan. To achieve the objectives, quantitative methodology was used. Sample was selected using judgmental convenience sampling technique. The sample of the study consisted of, 202 pre-service teacher educators from three public universities of Quetta. The data was analyzed using descriptive statistics including frequencies and percentage. The findings indicated that although the implementation of integrated STEM education in Baluchistan may face challenges, the role of teacher education programs in mitigating these challenges is significant.

Exploring a Direct Relationship between Students Problem- Solving Abilities and Academic Achievement: A STEM Education at a Coffee Plantation Area

Factors affecting the quality of education can be observed from students’ problem-solving abilities and academic learning achievements. This research aims to examine a direct relationship between students’ problem-solving abilities and academic learning achievement by using a science, technology, engineering, and mathematics (STEM) education at a coffee plantation area in Indonesia. In analyzing data, students’ problem-solving abilities and academic learning achievements were exposed to quantitative descriptive of correlation bivariate rank Spearman. This study consisted of 148 junior-high-school students in a coffee plantation area. The results indicated that there was a positive correlation between the students’ problem-solving abilities and academic learning achievements in favor of STEM education. This means that the more problem-solving skills the students have, the better academic learning achievement they perform. These positive results recommend that the integrated STEM education, as an approach, should be included varied contexts, especially in the Asian region. Moreover, science teachers should hone students’ problem-solving skills via a mixed way, e.g., the integrated STEM education. In addition, STEM education will be helpful for students (who especially work and live in plantation areas) to understand the role of science in their everyday lives.

EMBEDDING LIBRARIANS IN ENGINEERING PROGRAMS: THREE CASE STUDIES WITH ENGINEERING STUDENTS

As the information landscape becomes increasingly complex, librarians must adapt accordingly. With information so readily available, students overestimate their research skills and lack awareness of how the library can help. However, librarians’ academic training makes them ideal resources to support students’ complex information needs - whether students know it or not. In this paper, we argue that embedded librarianship is the solution to this disconnect between librarian and user. Specifically, this paper provides case studies at two Canadian universities of librarians approaching embedded librarianship from different directions. At the University of Waterloo, two engineering librarians worked toward an embedded model of librarianship where this was not yet an established model in the Faculty of Engineering. At the University of Saskatchewan, a librarian was hired with the intention of the new position being embedded, without a formal structure or precedent for this within the College of Engineering. The term “embedded librarian” describes a service model where an academic librarian participates in an academic course or program on a continuing basis in order to understand the learning objectives and determine which resources best support them. In order to “do this, the librarian has to be familiar with the work and understand the domain and goals. Doing this, the librarian becomes an invaluable member of the team” [1]. The variables associated with embeddedness include location, funding, management and supervision, and participation [1]. To this end, the authors explore how each of these variables contribute to the success of moving towards this embedded model: how moving out of the library influences overall connection, how they acquired funding to grow a new collection, how management supports the overall goal, and how sustained participation in the program grows new opportunities. At both universities, librarians have seen most success embedding in programs with a strong emphasis on integrated STEM education where the focus is on providing real-world context with the aim of graduating well-rounded engineers [2]. The authors will discuss how programmatic learning outcomes and trends in integrated and interdisciplinary education have allowed them to stretch beyond the traditional boundaries of academic librarianship to demonstrate value to the Engineering departments in new ways. This paper reports on the experiences, advantages, and lessons learned in moving toward this model, and provides concrete examples for adapting these concepts to programs at other institutions. Through an intrinsic case study [3] the authors aim to understand how librarians’ embeddedness can adapt and change to support student learning in different contexts. This session is targeted towards practicing engineering librarians and engineering faculty members and educators. Attendees will leave the session with ideas on how to stimulate new partnerships between their library and Engineering programs.

A Framework for Epistemological Discussion on Integrated STEM Education

In primary and secondary schools, the disciplines encompassed in “STEM”—Science, Technology, Engineering and Mathematics—have usually been studied as separate subjects, with little effort directed towards non-anecdotal integration. “Integrated STEM education” is one of the most recent interdisciplinary proposals and, under its umbrella, school disciplines are beginning to be integrated in an educationally fruitful way. STEM as a renovated approach is gaining ground, despite the infancy of its philosophical analysis. Explicit epistemological discussion of integrated STEM proposals is either absent or blurred. The overall aim of this paper is therefore to establish an initial framework for philosophical discussion, to help analyse the aims and discourse of integrated STEM education, and consider the implications that adopting any particular epistemological view might have on the aims for general education, and on the construction of science curricula oriented towards citizenship and social justice. We envisage humanist values for integrated STEM education and, after revisiting the currently proposed relationships between the STEM knowledge areas, we adopt a model of a “seamless web” for such relationships that is coherent with humanist values. A few issues emerging from this model are addressed through the lens of the so-called “family resemblance approach”, a framework from the field of research on the nature of science, in order to identify some potential central features of “nature of STEM”.

Current Teaching Practice of Physics Teachers and Implications for Integrated Stem Education

Physics teaching practice is important to be studied because the literature shows that physics has a close connection with the idea of integrated science, technology, engineering and mathematics (STEM). Understanding physics teaching would likely show many features of integrated STEM teaching. However, this assumption needs to be researched. Thus, this study aims to characterize the current practice of teaching of physics to inform the future implementation of integrated STEM teaching. A qualitative research design was adopted. Three physics teachers were purposefully selected because of their background in STEM education. Classroom observations, semi-structured interviews and documents were used to gather data on usual teachers' practice of teaching physics. The modified version of integrated STEM teaching framework was used to guide the data analysis. In-depth descriptions on teachers' teaching practice are provided. This study found that the physics teachers' teaching practice did not align with their thoughts on integrated STEM teaching. However, they relatively had precise conceptions of integrated STEM teaching. Support should be given to physics teachers to translate their conceptions of integrated STEM teaching into actual classroom teaching practice.

Science, Technology, Engineering, and Mathematics Integration: Science Teachers’ Perceptions and Beliefs

The purpose of this study was to determine the science teachers’ perceptions of and beliefs about integrated science, technology, engineering, and mathematics (STEM) education in the science curriculum. A case study research method was used to determine teachers’ perceptions and beliefs of integrated STEM education in the science curriculum. The research was conducted with the participation of ten science teachers who worked in secondary schools located in different regions of Turkey. In this study, semi-structured interviews were conducted for data collection. The data obtained from the study were analyzed using content analysis. During the content analysis process, open and axial coding steps that are based on grounded coding were followed. According to the findings, teachers’ perceptions of STEM education knowledge were examined under three categories: STEM education concept knowledge, curriculum knowledge, and STEM education implementation knowledge. In the study, it was determined that most of the teachers considered themselves inadequately prepared for integrated STEM education in the science curriculum. When teachers’ beliefs regarding the problems that might be encountered during an integrated STEM education process were examined, it was found that the emphasis was especially on teacher-based problems. Furthermore, teachers believed that integrated STEM education would have positive effects on teachers, students, and science education.

A Case study of teachers’ pedagogical content knowledge in the implementation of integrated STEM education

Integrated approach in learning STEM education promotes critical thinking, collaboration and creativity and have the advantage in making STEM subjects more relevant, increasing the motivation in learning and improving students’ achievement and perseverance. The role of the teacher is crucial in integrating the STEM concepts and skills, instructions as well as managing the students. However, many educators may not be familiar with the teaching and learning of integrated STEM as an approach as most they were trained in one or two STEM disciplines. This paper presents a qualitative case study that evaluates the context of the implementation of integrated STEM education focusing on teachers’ pedagogical content knowledge (PCK). This study reveals that there is a lack of PCK among the teachers in implementing integrated STEM education as an approach in teaching and learning. The findings of this study provide a starting point for a better understanding of the needs in integrated STEM education among the teachers here and guide the selection of intervention in the implementation of STEM education. Teachers’ professional development programs and collaboration with STEM community of practice may facilitate teachers to acquire the STEM education PCK.

Bringing design practices to chemistry classrooms: studying teachers’ pedagogical ideas in the context of a professional learning community

ABSTRACTBringing design practices to chemistry education is gaining interest with recent science curriculum reforms emphasising design, and calls for integrated STEM education. Design is a central practice in the chemistry discipline, and could foster meaningful chemistry education. Although chemistry teachers are key in bringing design to chemistry classrooms, and in realising design’s potential for learning, little is known about their views on teaching and learning regarding design. To reduce this gap in literature, we explored chemistry teachers’ pedagogical ideas in the context of a Dutch professional learning community on design in chemistry education. We elicited teachers’ ideas through semi-structured interviews and lesson forms which teachers kept while implementing a design project. Multiple patterns emerged through analysing teachers’ ideas. We found that the teachers did not see teaching design as a goal of chemistry education. Instead, teachers valued design as a teaching approach to engage students in applying chemistry concepts, in developing soft skills, and in applying or developing research practices. In this paper, we present more patterns in teachers’ ideas, and discuss possible explanations of these findings in depth. Finally, we give suggestions for future research, and teacher professional development that may help support a change to bring design into chemistry education.

Pre-service chemistry teachers’ pedagogical content knowledge for integrated STEM development with LESMeR model

This study aimed to examine pre-service teachers’ (PST) personal and declarative pedagogical content knowledge (PCK) for integrated science, technology, engineering, and mathematics (STEM) through a 13 week training course. A new model based on research-based practices was proposed. The model includes Learn, Experience, Study with Mentors, and Reflection on own development and learning, and the acronym LESMeR has been coined as the name for this model. The data were collected through Content Representation (CoRe) as pre- and post-lesson plans, semi-structured interviews conducted after the training, and reflection papers written on a weekly basis. Inductive and deductive data analyses were employed. Results revealed that all participants started the training with a topic-specific PCK (PCK A). None of the participants’ pre-CoRe included essential features of integrated STEM. However, after the training, eight participants were able to balance among STEM disciplines, and integrated at least two STEM disciplines; this was coded as PCK for integrated STEM (PCK C). Five PSTs showed PCK for integrated STEM development to some extent but they were unable to achieve balance among STEM disciplines; this was coded as transitional PCK (PCK B). Results revealed that PCK for integrated STEM development requires considerable time and support. Implications are provided for integrated STEM education.

Surveying Chinese teachers' technological pedagogical STEM knowledge: a pilot validation of STEM-TPACK survey

As STEM education is increasingly drawing attention from different parts of the world, there is also an emerging call for STEM education to be synthesised with the TPACK framework for the purpose of teacher professional development. Unfortunately, teacher professional development for integrative STEM education anchored by engineering design has been lacking. This study attempts to integrate STEM and TPACK framework as a means to advance the state of affairs. In particular, a STEM TPACK survey was created and validated in this study. The exploratory factor analysis indicates that the four factors, i.e. the technological pedagogical science knowledge, technological pedagogical mathematics knowledge, technological pedagogical engineering knowledge and integrative STEM can be identified. The regression analysis indicates that the three TPACK factors can predict the teachers' integrative STEM efficacy. In addition, teachers who have experienced teaching STEM classes are generally more efficacious in their STEM TPACK knowledge. Overall, the study indicates that teachers' TPACK are associated with their efficacy in implementing STEM education. This implies that it is important to expound further teacher professional development efforts using the TPACK framework, and the inclusion of mobile apps could be important.

Design and Design Thinking in STEM Education

Design and design thinking are vital to creativity and innovation, and have become increasingly important in the current movement of developing and implementing integrated STEM education. In this editorial, we build on existing research on design and design thinking, and discuss how students’ learning and design thinking can be developed through design activities in not only engineering and technology, but also other disciplines as well as integrated STEM education.

A New Pedagogy for Training the Pre-service Mathematics Teachers Readiness in Teaching Integrated STEM Education

The development of any country in the world depends largely on its escalating focus on integrated science, technology, engineering, and mathematics (iSTEM). Over the years in Nigeria, there are calls for action to integrate STEM disciplines as the pre-service teachers are only receiving training in the separate field of STEM. Therefore, the purpose of this study was to determine the effectiveness of the iSTEM course as a new pedagogy for training the pre-service mathematics teachers’ readiness in teaching the iSTEM disciplines in Sokoto State, Nigeria. The study utilised one group quasi-experimental research design. Purposive sampling was used in choosing all the 54 pre-service mathematics teachers in their 300-level undergoing a teacher training programme in Sokoto State University, Nigeria. The participants underwent a 5-week iSTEM course organised by the researchers that focused on the five levels of integration that include: Single, Combine, Multiple, Engineering Projects, and Fully Integrated STEM disciplines. Data was collected through the iSTEM pre- and post-survey Questionnaire (iSTEM-SQ) and analysed using descriptive statistics. The bar graph and non-parametric Wilcoxon Signed Ranks test were also used in describing the effectiveness of the pre- and post-survey test. The findings indicated that the iSTEM course was effective in preparing and empowering the pre-service mathematics teachers’ pedagogical strategy for teaching integrated STEM in their future classroom instruction. The paper also recommends for incorporation of the iSTEM approach in the curriculum of pre-service mathematics teachers at the various institutions of learning in Nigeria.

STEM Leader Excellence: A Modified Delphi Study of Critical Skills, Competencies, and Qualities

With the push by government and business leaders for greater emphasis on STEM education at all grade levels, STEM leaders (i.e., educational leadership and teacher leaders) are challenged to pioneer integrative praxes that prepare students for success in a scientifically and technologically driven society. Additionally, these STEM leaders must transverse the barriers of developing transformative educational experiences that involve diverse stakeholders. This study utilized a modified Delphi technique to investigate what STEM leader skills, competencies, and qualities are identified as critical by STEM professionals within integrative STEM education. Findings are presented for the following seven themes: mission and culture, equity and social responsibility, infrastructure and programming, curriculum and instruction, professional growth, evaluation and assessment, and extended learning. These findings may inform the development of courses and programs that prepare or provide professional development for STEM leaders.