Integrated STEM education
Integrated STEM experiences do appear to provide opportunities for students to productively engage in ways that can transform their identity with respect to STEM, and this effect may be particularly strong for populations that have historically struggled in STEM classes and are underrepresented in STEM higher education programs and professions (Honey et al., 2014). Hurley (2001) conducted a meta-analysis of 31 studies that compared integrated mathematics and science instruction to a non-integrated control group and reported mathematics and/or science achievement measures. Hurley also separated the achievement results by the level of integration using the following categories:
- Sequenced: science and mathematics are planned and taught sequentially, with one preceding the other.
- Parallel: science and mathematics are planned and taught simultaneously through parallel concepts.
- Partial: science and mathematics are taught partially together and partially as separate disciplines in the same classes.
- Enhanced: either science or mathematics is the major discipline of instruction, with the other discipline apparent throughout the instruction.
- Total: science and mathematics are taught together in intended equality.
Honey et al. (2014) suggested that in educational practice and in research, the term integrated is used loosely and is typically not carefully distinguished from related terms such as connected, unified, interdisciplinary, multidisciplinary, cross-disciplinary, or transdisciplinary. Defining integrated STEM education is further complicated by the fact that connections can be reflected at more than one level at the same time.
Based on Hurley’s level of integration and Honey’s suggestions, These can be modified to apply for STEM disciplinary integration by divided into the following categories:
- Disciplinary Integration: science, technology, engineering and mathematics disciplines are planned and taught separately in each discipline.
- Multidisciplinary Integration: science, technology, engineering and mathematics disciplines are planned and taught separately and sequentially, but in reference to the common theme.
- Interdisciplinary Integration: science, technology, engineering and mathematics disciplines are planned and taught separately through a instruction, with explicitly connected.
- Transdisciplinary Integration: science, technology, engineering and mathematics disciplines are planned and taught together in a same setting theme of situation harmoniously.
