Concepedia

Considerations for Teaching Integrated STEM Education

Micah Stohlmann, Tamara Moore, Gillian Roehrig

Journal of Pre-College Engineering Education Research (J-PEER) · 2012 · 796 citations · 20 references

Open access

Concepts

EducationCurriculumTeachingIntegrated CurriculumPedagogyStem EducationCurriculum IntegrationEngineering EducationIntegrated Stem EducationStem CurriculumStem IntegrationTechnology IntegrationIntegrated Stem CurriculumIntegrated Technology CurriculumStem Curriculum IntegrationStem Pedagogical Content KnowledgeStem Teacher EducationTeacher Technology Integration

TL;DR

Quality STEM education is vital for future student success, and integrated STEM connects learning to make it more relevant. The study calls for research into the knowledge, experiences, and background teachers require to teach integrated STEM effectively. A model of considerations was developed via a year‑long partnership with a middle school implementing Project Lead the Way’s Gateway to Technology curriculum. The model serves as a useful starting point for teachers implementing and refining integrated STEM education. The study is supported by the s.t.e.m.

Abstract

Quality Science, Technology, Engineering, and Mathematics (STEM) education is vital for the future success of students. Integrated STEM education is one way to make learning more connected and relevant for students. There is a need for further research and discussion on the knowledge, experiences, and background that teachers need to effectively teach integrated STEM education. A support, teaching, efficacy, and materials (s.t.e.m.) model of considerations for teaching integrated STEM education was developed through a year-long partnership with a middle school. The middle school was implementing Project Lead the Way’s Gateway to Technology curriculum. The s.t.e.m. model is a good starting point for teachers as they implement and improve integrated STEM education.