Understanding coherence and integration in integrated STEM curriculum

Abstract

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.

Investigating Perceptions and Skills of Gifted Students in STEM Education

“…In addition, integrating engineering applications in STEM by drawing prototypes before designing the product also contributes to interdisciplinary integration. These results are in line with the results of the Roehrig, Dare, Ring-Whalen, & Wieselmann (2021) study. Roehrig et al (2021) stated in their study that engineering applications would provide conceptual integration potential within a STEM unit, and that engineering depends on the application of science and mathematics.…”

“…These results are in line with the results of the Roehrig, Dare, Ring-Whalen, & Wieselmann (2021) study. Roehrig et al (2021) stated in their study that engineering applications would provide conceptual integration potential within a STEM unit, and that engineering depends on the application of science and mathematics. In this context, the integrated STEM curriculum should be developed, and selected.…”

Digital Escape Rooms as Innovative Pedagogical Tools in Education: A Systematic Literature Review

“…This technologyoriented domain is regarded as a shift and is reflected in emerging research priorities [11,19]. STEM studies are integrated into a plethora of curricula units due to their interdisciplinary nature [100]. In such fields, the use of digital tools is a key part of the learning process.…”

Equity-Oriented Conceptual Framework for K-12 STEM literacy

“…We define integrated STEM as the integration of two or more content areas of STEM (i.e., science, technology, engineering, or mathematics). More specifically, integrated STEM learning consists of addressing real-world problems that engage students in disciplinary big ideas and skills in at least two of the four content areas in a student-centered, collaborative environment (Moore et al, 2020;Roehrig et al, 2021). While there were numerous blog and newsmedia publications regarding STEM literacy from 2009 to present, we intentionally decided not to include them in this systematic review as we wanted to focus on research-based evidence of STEM literacy.…”

“…It is clear from the literature that integrated STEM education is established as a field in education (Johnson et al, 2020;Moore et al, 2020;Roehrig et al, 2021). Teaching integrated STEM K-12 has been found to be a more effective teaching pedagogy when compared with individually teaching the siloed disciplines (Becker & Park, 2011;Venville et al, 2000).…”