Exploring the Promises and Perils of Integrated STEM Through Disciplinary Practices and Epistemologies

Reynante, Brandon; Selbach-Allen, Megan E.; Pimentel, Daniel R.

doi:10.1007/s11191-020-00121-x

Cited by 49 publications

(62 citation statements)

References 47 publications

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“…However, the goal of this study is not to debate what counts as mathematics in K-12 classrooms, but to explore the ways in which mathematics is currently incorporated into integrated STEM curricula. Similar to Reynante et al (2020), who indicates there is often a "blurring [of] the boundary of where mathematics ends and science begins" (p. 4) in K-12 classrooms, this blurring of the disciplines was evident in the nature of the integration of mathematics in these integrated STEM curricula. In other words, the integration of mathematics was primarily interdisciplinary in nature, as the boundaries between mathematics and science (or engineering) started to break down because mathematics was included as applied mathematics rather than pure mathematics.…”

Section: Integration Of Mathematicsmentioning

confidence: 77%

“…In addition, the use of an EDC engages students in the EDP, and the arc of the storyline is developed as students engage in the EDP. Reynante et al (2020) argue that "disciplinary practices may provide a useful framework for integrating the various STEM subjects" (p. 3).…”

Section: Discussionmentioning

confidence: 99%

“…Our study shows that engineering practices can serve as a contextual integrator within a STEM unit. Integration through engineering practices also enhances the notion of STEM as engaging students in addressing real-world problems through the authentic practices of STEM professionals (Kelley & Knowles, 2016;Reynante et al, 2020). As such, context is provided through an authentic problem or EDC, as well as by engaging in authentic STEM practices that are important to developing conceptual understanding of STEM (Kelley & Knowles, 2016;Lee, Quinn, & Valdes, 2013) and addressing standards related to engineering design (e.g., NGSS Lead States, 2013).…”

Section: Discussionmentioning

confidence: 99%

“…Previous research has argued that it is important for students to understand the connections between the STEM disciplines while cautioning that the relationships among the disciplines are complex (English, 2016;Honey et al, 2014;Moore, Glancy, et al, 2014). Integrated STEM curricula must provide explicit details about how the disciplines are integrated and support in the application of disciplinary knowledge in integrated contexts (Reynante et al, 2020). When a science or mathematics concept from a lesson is relevant to the EDC, it is important that these connections are made explicit to the students, either through a client memo or other connection made by the teacher between the content to be learned and the EDC.…”

Section: Discussionmentioning

confidence: 99%

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Understanding coherence and integration in integrated STEM curriculum

Roehrig

Dare

et al. 2021

IJ STEM Ed

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Background Few tools or rubrics exist to assess the quality of integrated STEM curricula, and existing tools focus on checklists of characteristics of integrated STEM. While such instruments provide important information about the presence and quality of certain curricular components, they do not assess the level and nature of integration of the curriculum as a whole. Thus, this study explores the development of a process focused to understand the nature of integration within a STEM curriculum unit. Findings A conceptual flow graphic (CFG) was constructed for 50 integrated STEM curriculum units. Patterns in the nature of the interdisciplinary connections were used to categorize and understand the nature of integration and curricular coherence within each unit. The units formed four broad types of integrated STEM curricula: (i) coherent science unit with loosely connected engineering design challenge (EDC), (ii) engineering design-focused unit with limited connections to science content, (iii) engineering design unit with science content as context, and (iv) integrated and coherent STEM units. All physical science units were in the integrated and coherent category with strong conceptual integration between the main science concepts and the EDC. Curricula based in the Earth and life sciences generally lacked conceptual integration between the science content and the EDC and relied on the engineering design process to provide a coherent storyline for the unit. Conclusions Our study shows that engineering practices can serve as a contextual integrator within a STEM unit. The utilization of an EDC also provides the potential for conceptual integration because engineering is grounded in the application of science and mathematics. Integrated STEM curricula that purposefully include science and mathematics concepts necessary to develop solutions to the EDC engage students in authentic engineering experiences and provide conceptual integration between the disciplines. However, the alignment of grade-level science standards with the EDC can be problematic, particularly in life science and Earth science. The CFG process provides a tool for determining the nature of integration between science and mathematics content and an EDC. These connections can be conceptual and/or contextual, as both forms of integration are appropriate depending on the instructional goals.

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Section: Integration Of Mathematicsmentioning

confidence: 77%

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

See 2 more Smart Citations

Understanding coherence and integration in integrated STEM curriculum

Roehrig

Dare

et al. 2021

IJ STEM Ed

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“…According to King and Magun-Jackson (2009), there are many attempts to increase student participation in science, technology, engineering and mathematics (STEM). It is necessary to examine the nature, histories, and epistemologies of each STEM discipline to consider the promises and perils that lay ahead for an integration effort that assumes a commonality across these fields does exist (Reynante et al 2020). There is a growing interest to determine factors in towards STEM education.…”

Section: Introductionmentioning

confidence: 99%

Analysis of Scientific Epistemological Beliefs and STEM Attitudes of The Gifted Students

Dönmez¹,

Yücel²

2020

BUEFAD

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The aim of this study is to analyze the relationship between STEM attitudes and epistemological beliefs of gifted students. For this purpose, the level of epistemological beliefs and attitudes towards STEM fields has been examined in the study. Also, some examinations have been made in order to find out whether the dimensions of STEM attitude ‘’science, mathematics, engineering-technology, 21st century skills’’ and epistemological belief differ from each other within the dimensions of authority and accuracy, information generation, source of information, reasoning and variance of information. The sample of the study consists of totally 105 gifted students who have attended in two different science and art centers .In this study; descriptive scanning model, which is one of the quantitative research methods, and non-parametric tests have been used for the analysis of the data obtained. As a result of the study, it has been observed that students with superior intelligence have a scientific epistemological belief at an advanced (contemporary) level of information generation, reasoning and variance of information, while they have a traditional epistemological belief in the sub-dimensions of authority-accuracy and source of information, As for the STEM attitudes, it has been found out that they have low averages in the dimensions of math and science.

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The use of engineering model‐building activities to elicit computational thinking: A design‐based research study

Lyon

Magana

2021

J of Engineering Edu

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Background Computation and computational thinking are of great interest to both engineering research and teaching communities. Effective learning environments are needed to incorporate computational thinking within the engineering disciplines. Design‐based research is uniquely positioned to address this need for designing effective learning environments. Purpose This design‐based research study characterizes the different ways in which students used computational thinking when building computational models. The design of the model‐building activities was grounded in productive failure and model‐eliciting activities. Design The design‐based research study implemented the computational modeling activities within an engineering capstone course. The research question was: What types of computational thinking outcomes emerge when engineering students build computational models? Thematic analysis was applied to individual student artifacts to identify key computational thinking outcomes that were elicited as a result of the intervention. Results Throughout the building of the model, students demonstrated the use of computational thinking outcomes, mainly abstraction, algorithmic thinking, evaluation, generalization, and decomposition. However, the diversity and density of use for each outcome were different and unique. Conclusions This study shows how building computational models, when guided by current educational theories, can allow for students to practice the use of computational thinking and for educators to incorporate these key practices into their engineering classrooms.

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Exploring the Promises and Perils of Integrated STEM Through Disciplinary Practices and Epistemologies

Cited by 49 publications

References 47 publications

Understanding coherence and integration in integrated STEM curriculum

Understanding coherence and integration in integrated STEM curriculum

Analysis of Scientific Epistemological Beliefs and STEM Attitudes of The Gifted Students

The use of engineering model‐building activities to elicit computational thinking: A design‐based research study

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