Contents
About the Editors
Contributors
Chapter 1: Investigating the Potential of Integrated STEM Education from an International Perspective
1.1 Background: Sharing Common Interests in STEM Education
1.2 Inviting International Perspectives on Integrated STEM Education
1.3 Structuring and Organising the Volume
1.3.1 Reviewing Approaches to STEM Integration
1.3.2 Designing Integrated STEM Approaches for Students
1.3.3 Implementing Integrated STEM Approaches in Teacher Education
1.3.4 Identifying Future Directions
1.4 STEM Education: Now More than Ever?
References
Part I: Approaches to STEM Integration
Chapter 2: STEM Integration: Diverse Approaches to Meet Diverse Needs
2.1 Brief Background
2.2 Investigating Different Approaches to STEM Integration
2.3 Considering Further Issues
References
Chapter 3: STEM Education for the Twenty-First Century
3.1 What Is STEM?
3.2 Drivers for the Contemporary Focus on STEM Education
3.2.1 The STEM Workforce
3.3 Work Futures and STEM Competencies
3.4 The Move Towards Interdisciplinarity
3.4.1 Findings from Australian Case Studies
3.4.2 Learning Progression Through Interdisciplinary Mathematics
3.5 Conclusion
References
Chapter 4: Facilitating STEM Integration Through Design
4.1 STEM and Innovation
4.1.1 Implications for STEM education
4.2 Issues in STEM Integration
4.3 STEM Integration Through Design
4.4 Learning Through Design in Integrated STEM Problems
4.4.1 Optimisation
4.4.2 Sketching
4.4.3 Reflecting and Improving
4.5 Example of STEM Integration Through Design: Aerospace Engineering
4.5.1 Background
4.5.2 Disciplinary Content
4.5.3 Study Design
4.5.4 Implementation Procedures
4.5.5 Data Collection and Analysis
4.5.6 Samples of Students’ Responses
4.5.7 Sample of Students’ Responses to Design Questions
4.5.8 Load Impact: Predictions and Outcomes
4.6 Concluding Points
References
Chapter 5: A Review of Conceptions of Secondary Mathematics in Integrated STEM Education: Returning Voice to the Silent M
5.1 Motivating Literature
5.1.1 STEM Integration Models
5.1.2 Mathematics Learning in Relation to Science
5.1.3 Differing Epistemologies
5.2 Methods
5.2.1 Journal Selection
5.2.2 Stage 1: Focus of the Article
5.2.3 Stage 2: Identifying References to Mathematically Rich Proficiencies and Practices
5.2.4 Stage 3: Article Focus, Findings, and Approaches to Integration
5.2.5 Stage 4: Identifying Themes
5.2.6 Limitations of Method
5.3 Findings
5.3.1 Participants and Research Settings
5.3.2 STEM Integration Approach
5.3.3 Mathematics Content
5.3.4 Mathematics Practices and Learning Approach
5.4 Thematic Discussion
5.4.1 Mathematical Communication
5.4.2 Task Authenticity
5.4.3 Social Awareness in STEM Integration Research
5.4.4 Informal Learning Spaces
5.5 Conclusion
References
Chapter 6: What Is the Role of Statistics in Integrating STEM Education?
6.1 Introduction
6.2 Variation: An Essential Part of STEM
6.3 The “Big Ideas” Shared by Statistics and STEM
6.4 The Place of Statistics in the School Curriculum
6.5 STEM Literacy and Statistical Literacy
6.6 The Needs of STEM Careers
6.7 Classroom Experiences to Foster STEM Integration
6.8 Research on Student Outcomes in STEM Including Statistics
6.9 A Research Program on Primary School Statistics and Integrated STEM Activities
6.10 Conclusion
References
Chapter 7: Numeracy Across the Curriculum as a Model of Integrating Mathematics and Science
7.1 Introduction
7.2 STEM Education and Numeracy
7.2.1 Approaches to STEM Education
7.2.2 Approaches to Numeracy
Multidisciplinary, Interdisciplinary and Transdisciplinary Approaches
Across the Curriculum Approaches
7.3 Theoretical Framework
7.4 Numeracy in Science
7.4.1 STEM and Numeracy in the Australian Curriculum
7.4.2 Research Design
7.4.3 Integrating Mathematics and Science Through Numeracy Across the Curriculum
Vignette 1
Vignette 2
7.5 Discussion
7.6 Concluding Remarks
References
Chapter 8: Investigating the Epistemic Nature of STEM: Analysis of Science Curriculum Documents from the USA Using the Family Resemblance Approach
8.1 Introduction
8.2 Epistemic Nature of STEM
8.3 Theoretical Framework: Family Resemblance Approach (FRA)
8.4 Epistemic Nature of STEM Disciplines in SfAA and NGSS
8.4.1 Curriculum Documents
8.4.2 Content Analysis
8.4.3 Findings
8.5 Implications for Curriculum Policy in STEM Education
References
Chapter 9: Approaches to Effecting an iSTEM Education in Southern Africa: The Role of Indigenous Knowledges
9.1 Introduction
9.1.1 Approaches to STEM Curriculum
9.1.2 Why Some STEM Approaches May Not Work in Developing Countries
9.1.3 Research Problem
9.1.4 Literature Review on iSTEM Frameworks
9.1.5 Theoretical Framework
9.1.6 Methodology
9.1.7 Data Analysis
9.1.8 Coding of Interview with Participants
Themes Emerging from the Data
9.1.9 An iSTEM Framework for Developing Countries
9.2 Conclusion
References
Part II: Designing Integrated STEM Approaches for Students
Chapter 10: Focusing on Students and Their Experiences in and Through Integrated STEM Education
10.1 Learning About Students’ Learning and Experience in and Through Integrated STEM Education
10.1.1 Students’ Learning and Experience in and Through Specifically Designed Activities with STEM Integration
10.1.2 Getting to Learn More About STEM/STEAM Integration for Students
10.2 Expecting More to Develop and Learn in this Rich Topic Area
References
Chapter 11: Connecting Computational Thinking and Science in a US Elementary Classroom
11.1 Introduction
11.2 Disciplinary Core Ideas (DCIs), Science and Engineering Practices (SEPs), and Crosscutting Concepts (CCCs) Work Together
11.3 Using Project-Based Learning Toward Integrated Learning
11.4 Conceptualizing Computational Thinking
11.5 Conceptualizing Learning of the Particle Nature of Matter
11.6 Description of the ML-PBL Unit: How Can I Design a New Taste?
11.7 Description of Learning Set 1
11.8 Data Collection and Analysis
11.9 Results
11.9.1 Lesson One: Using the Practice of Scientific Questioning While Engaging with a Phenomenon to get at the Particle Nature of Matter
11.9.2 Lesson Two: Using the Practice of Conducting an Investigation for Explaining and Predicting Phenomenon to Get at the Particle Nature of Matter
11.9.3 Lessons Three and Four: Using the Practice of Investigation and Revising Models for Explaining and Predicting Phenomenon to Get at the Particle Nature of Matter
11.9.4 Lesson Five: Using the Practice of Computational Thinking for Explaining and Predicting Phenomenon to Get at Particle Nature of Matter
11.10 Discussion and Conclusion
References
Chapter 12: Developing US Elementary Students’ STEM Practices and Concepts in an Afterschool Integrated STEM Project
12.1 Review of Integrated STEM Research in Primary School Grades
12.2 Our Perspective of Integrated STEM Approach
12.3 An Integrated STEM Inquiry Design
12.3.1 Inquiry Design
STEM Concepts, Practices, and Activity Phases
Problem-Based Learning (PBL)
12.3.2 Implementation
12.3.3 Evaluation
12.4 Theoretical Framework
12.5 Method
12.5.1 Task: Finding Water on Mars
12.5.2 Data Source
12.5.3 Data Analysis
12.6 Results
12.6.1 Routines
12.6.2 Word Use
12.7 Discussion
12.7.1 Merging STEM Practices
12.7.2 Overlapping STEM Concepts
12.7.3 Learning Opportunities in Integrated STEM Approach
12.7.4 Challenges in an Integrated STEM Approach
References
Chapter 13: What Can Integrated STEAM Education Achieve? A South Korean Case
13.1 Introduction
13.2 Literature Review
13.3 Contexts of Integrated STEAM in South Korea
13.3.1 Discipline-Based School Curriculum and Teacher Education
13.3.2 STEAM Reform Efforts in South Korea
13.4 Research into STEAM Effects
13.4.1 Effect of STEAM on Students’ Affective Perceptions
13.4.2 Meta-analysis of STEAM Impact on Student Learning
13.4.3 Student Perceptions About STEAM Experience
13.5 Conclusions and Implications
References
Chapter 14: Student STEM Beliefs and Engagement in the UK: How They Shift and Are Shaped Through Integrated Projects
14.1 Introduction
14.2 The STEM Education Landscape in the UK
14.2.1 Policy Level
14.2.2 Secondary School and STEM Participation in England
14.3 Integrated STEM Learning
14.4 Investigating the STEM Beliefs of Secondary Student Robot Builders
14.4.1 Context and Project Description
14.4.2 The Study
14.5 Methodology
14.6 Findings and Discussion
14.6.1 Student Beliefs About the Integration of STEM Content (The First Principle)
14.6.2 Problem-Centered Learning in Integrated STEM (The Second Principle)
14.6.3 Inquiry Approaches in Integrated STEM (The Third Principle)
14.6.4 Design Approaches in Integrated STEM (The Fourth Principle)
14.6.5 Cooperative Learning in Integrated STEM (The Fifth Principle)
14.6.6 Engagement in Integrated STEM Education
14.7 Conclusion
References
Chapter 15: Climate Change and Students’ Critical Competencies: A Norwegian Study
15.1 Introduction
15.1.1 STEM Education in the Norwegian Context
15.1.2 Critical Mathematical Competencies
15.2 Theoretical Perspectives and Conceptual Framework
15.2.1 Conceptual Framework
Three Kinds of Knowing
Critical Reflections
Inquiry-Based Dialogues
15.3 The Research Context
15.4 Methods
15.5 Results and Discussions
15.5.1 The Group Discussions and the Plenary Debate
15.5.2 Discussing a Graph Displaying a Given Car’s CO2 Emission
15.6 Concluding Comments
References
Chapter 16: Examining a Technology and Design Course in Middle School in Turkey: Its Potential to Contribute to STEM Education
16.1 Introduction
16.2 Engineering
16.3 Study 1: Examination of 7th Grade T&D Intended Curriculum
16.3.1 Context and Data Source
16.3.2 Data Analysis
16.3.3 Results and Discussion
16.4 Study 2: One Teacher’s Perception of the Design and Technology Course
16.4.1 The Suitability of the Intended Curricula
16.4.2 Accomplishing EDP in the Classroom
16.4.3 Integrating Mathematics and Science Content
16.5 Conclusions
References
Chapter 17: Incorporating Mathematical Thinking and Engineering Design into High School STEM Physics: A Case Study
17.1 Background on the Framework for K-12 Science Education and Next Generation Science Standards
17.2 Crafting Engagement in Science Environments Using Project-Based Learning
17.2.1 Designing, Teaching, and Learning Resources
17.2.2 Developing Teaching and Learning Materials: Applying the Design Process
17.2.3 Developing Assessment Tasks
17.3 Methods
17.4 Discussion
References
Chapter 18: STEM Skill Assessment: An Application of Adaptive Comparative Judgment
18.1 Introduction
18.2 STEM Education
18.3 STEM Skills
18.4 Adaptive Comparative Judgment
18.5 ACJ for STEM Skill Assessment
18.5.1 Case 1: Identifying Student Communication Competencies using ACJ (Bartholomew & Connolly, 2018)
18.5.2 Case 2: Identifying Student Audio Analysis Expertise using ACJ (Bartholomew & Connolly, 2018)
18.5.3 Case 3: Identifying Student Design Ability Using ACJ (Williams, 2012)
18.5.4 Case 4: Identifying Student Application of Technical Ability using ACJ (Williams & Newhouse, 2013)
18.6 ACJ: Practical Applications for STEM Skills Assessment
18.7 Conclusion
References
Part III: Implementing Integrated STEM Approaches in Teacher Education
Chapter 19: Developing Teachers, Teaching, and Teacher Education for Integrated STEM Education
19.1 The Context of Research Development on Teachers, Teaching, and Teacher Education in STEM Education
19.2 Teacher Education and Teaching in Integrated STEM Education: What Can We Expect to Learn?
19.2.1 Program and Approach Development for Teacher Learning and Professional Development in and for Integrated STEM Education
19.2.2 Teacher Learning and Professional Development Through Integrated STEM Activities
19.2.3 Other Efforts Related to Teacher Education and Integrated STEM Education
19.3 Continuing and Expanding Research and Knowledge Exchange to Support Teachers and Teaching in Integrated STEM Education
References
Chapter 20: Missing Coherence in STEM Education: Creating Design-Based Pedagogical Content Knowledge in a Teacher Education Program
20.1 Introduction
20.2 Why Do We Need DPCK?
20.3 Developing DPCK: Timeline
20.3.1 Creating the Design Challenges and Design Products
20.3.2 Integrating and Connecting Three Dimensions of Scientific Knowledge: Disciplinary Core Ideas, Crosscutting Concepts, and Scientific and Engineering Practices
20.3.3 Utilizing the Pedagogy of Design
20.4 Procedure/Method
20.5 Findings
20.5.1 Design Process of PSTs: Engineering Design
20.5.2 Design Learning Environment: Links Among Engineering, Technology, Science, and Society
20.6 Discussion
References
Chapter 21: Promoting a Learning Scenario for an Integrated Approach to STEM: Prospective Teachers’ Perspectives in Portugal
21.1 Introduction
21.2 Theoretical Framework
21.2.1 Articulation of Mathematics and Science in a STEM Perspective
21.2.2 STEM Integration in Preservice Teacher Education
21.2.3 Teachers’ Perspectives about STEM Integration
21.3 Context and Method
21.4 Results
21.4.1 Application to Real-World Scenario
21.4.2 Focused Inquiry Resulting in High-Order Thinking
21.4.3 Knowledge Development, Synthesis, and Application
21.5 Results and Conclusions
References
Chapter 22: Designing and Evaluating an Integrated STEM Professional Development Program for Secondary and Primary School Teachers in Australia
22.1 Introduction
22.2 Literature Review
22.2.1 The Context: Addressing Student Enrolment and Aspirations in STEM
22.2.2 The Approach: Integrated Curriculum
22.2.3 The Program: Designing the Professional Development
The Secondary School Program
The Primary School Program
The Features of Effective Professional Development
22.2.4 A Key Feature: Collaborative Professional Development
22.2.5 The Theoretical Framework: Social Cognitive Theory
22.3 Methodology
22.3.1 Participants
22.3.2 Instrumentation and Data Analysis
22.4 Results
22.4.1 Pre- and Post-Survey Comparisons
Changes in Teacher Efficacy
Changes in STEM Career Knowledge
Changes in Pedagogy
22.4.2 Teacher Reflections
Changed Perceptions of STEM Teaching and Learning
Changes in Pedagogy
Perceptions of Future Needed Support
Teachers’ Personal Hopes for Future Growth in STEM Teaching
22.5 Conclusion
References
Chapter 23: Argumentation in Primary Grades STEM Instruction: Examining Teachers’ Beliefs and Practices in the USA
23.1 Literature Review
23.1.1 Argumentation in Mathematics Education
23.1.2 Argumentation in Science Education
23.1.3 Argumentation in Engineering Education
23.1.4 Argumentation in Teaching and Learning of STEM
23.2 The CALC Approach
23.3 Context
23.4 Research Method
23.5 Results
23.5.1 Teachers’ Beliefs
23.5.2 Implementation: Examples from Katy’s and Gloria’s Instruction
23.6 Conclusions and Implications
References
Chapter 24: Integrated STEM Education in Virginia: CodeVA Elementary Coaches Academy
24.1 Introduction and Background
24.1.1 STEM Crisis in the United States
24.1.2 Virginia Policy Response
24.1.3 Virginia’s K-12 Computer Science Curriculum Framework
24.1.4 CodeVA Elementary Coaches Academy
24.2 Theoretical Framework
24.3 Research Method
24.3.1 Data Collection
24.3.2 Participants
24.4 Results
24.4.1 Computer Science and STEM Self-Efficacy
24.4.2 Perceptions of Diversity in Computer Science and STEM
24.4.3 Classroom Teaching Practices
Student
Teacher
24.4.4 Significant Correlations
24.5 Discussion
References
Chapter 25: Integrated STEM in Australian Public Schools: Opening Up Possibilities for Effective Teacher Professional Learning
25.1 Introduction
25.2 The High Possibility Classrooms Framework and Action Research as Key Drivers for Designing Integrated STEM
25.3 STEM Education in Australian Schools
25.4 Study Design
25.5 Case Study: Windows into STEM
25.5.1 The Schools
25.5.2 The Teachers
25.5.3 The Classrooms
25.5.4 The Students
25.5.5 The Strategies/Approaches
Innovative Strategies and Processes for Integrated STEM
Fostering and Constraining Integrated STEM Using the HPC Framework
25.6 Reflections on Pedagogy, Professional Learning and Integrated STEM
References
Chapter 26: Teachers’ Responses to an Integrated STEM Module: Collaborative Curriculum Design in Taiwan, Thailand, and Vietnam
26.1 Introduction
26.2 Setting the Context
26.3 Research Framework
26.3.1 Making Engineering and Technology More Visible
26.3.2 Focusing on How Students Learn
26.3.3 Applying STEM Assessment Frameworks and Tools
26.4 Preliminary Findings from the Module Development and Teacher Workshops
26.4.1 STEM Common Module Development
Engaging
Exploring
Explaining
Engineering
Enriching
Evaluating
26.4.2 Teacher Workshops in Thailand and Vietnam
Vietnamese Teachers’ Understandings of STEM
Thai Teachers’ Understandings of STEM
Revisions to the STEM Module and Workshops
26.5 Future Directions of the Project
References
Chapter 27: Promoting Integrated STEM Tasks in the Framework of Teachers’ Professional Development in Portugal
27.1 Introduction
27.2 Literature Review and Theoretical Framework
27.3 Context of the Study: Teachers’ Professional Development
27.4 Methodology
27.5 Data Analysis and Discussion
27.5.1 Impact of the CPD
27.5.2 Integrated STEM Tasks Designed and Implemented in the Framework of the CPD
Marta’s Case Study
Marina’s Case Study
Jenifer’s Case Study
27.6 Final Considerations
References
Part IV: Reflections and Future Directions
Chapter 28: Reflections of an Engineering Education Scholar on Integrated Approaches to STEM Education
28.1 Integrated Approaches to STEM Education Built Around Engineering
28.2 Integrated Approaches to STEM Education Built Around Computational Thinking
28.3 Integrated Approaches to STEM Education Using Challenges
28.4 Challenges for Learners, Generative Learning, and Integrative Learning
28.5 Assessment and Integrated Approaches to STEM Education
28.6 Final Reflection
References
Chapter 29: Reflections on Integrated Approaches to STEM Education: An International Perspective
29.1 STEM Education: A Continuum of Perspectives
29.2 Strengths and Opportunities of STEM as Integrated
29.2.1 Integration of the STEM Disciplines
29.2.2 Learning in Context
29.2.3 Engaging in Engineering Design Process
29.2.4 Collaborations Among Students
29.3 Challenges and Threats to Developing and Sustaining iSTEM-plus Environments
29.3.1 Performance-Based Standards
29.3.2 Focus on Disciplinary Learning Goals
29.3.3 Tested Curriculum Materials
29.3.4 Teachers Need to Develop Interdisciplinary Knowledge and Pedagogical Content Knowledge Regarding iSTEM-plus
29.3.5 Physical Resources
29.3.6 Technology Tools Needed to Support Completing Tasks
29.3.7 Design and Test a Range of Assessments from Classroom-Based to High-Stakes Assessments
29.4 Strategies to Support the Implementation of iSTEM-plus Learning Environments
29.5 Opportunities for the Field: The Development of iSTEM-plus Learning Progressions
29.6 Concluding Comments
References
Index