Integrated STEM Education in K-12: Theory Development, Status, and Prospects

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.

Science, technology, engineering and mathematics education and economic growth in South Africa

“…Some of these challenges include ineffective implementation of otherwise sound policies and the treatment of STEM subjects in a disjointed manner with no clear connections being established (Breiner et al 2012;Wang et al 2011). To address some of the problems currently bedevilling the provision of quality STEM education, some scholars propose the rolling out of varied integrated STEM education systems that will not only focus on curriculum integration, but also broadly include factors such as the economy, society and the environment (English 2016;Honey, Pearson & Schweingruber 2014;Koehler, Binns & Bloom 2015;Lesseig et al 2019;Moore et al 2014;So et al 2018;Stohlmann 2018;Wei & Chen 2020). Kelley and Knowles (2016) proposed a conceptual framework for integrated STEM education that is specifically suited for high school students and teachers.…”

“…In addition, the model adds the 'context' dimension in order to consolidate and strengthen the connections within the framework. Figure 8.3 shows an ideal integrated model for STEM education as proposed by Wei and Chen (2020). The four spheres constitute the four elements and the straight edges represent the interconnections between the elements.…”

“…In order to realise the enormous potential socio-economic benefits that accompany the successful offering and implementation of quality STEM education in South Africa, the author hereby proposes and presents a conceptual framework. This framework is heavily influenced by the STEM education frameworks developed by Kelley and Knowles (2016) and Wei and Chen (2020). The proposed STEM education conceptual framework is depicted in a model form in Figure 8.4.…”

Engineering Design-Based Thematic Activities: An Investigation of Pre-Service Science Teachers’ Entrepreneurship Mindsets

“…UE to global problems such as population growth and climate change, individuals frequently encounter complex problems in their daily lives. To solve these problems, there is a need to use interdisciplinary approaches that remove the traditional barriers between disciplines instead of focusing on knowledge about a single discipline (Wei & Chen, 2020). Curricula in the fields of physics, chemistry, biology, and engineering are based on an interdisciplinary process that covers scientific knowledge and ways to develop scientific knowledge (Nesmith & Cooper, 2019).…”