006_Integrated STEM education

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.

004_Engineering Design Processes

Engineering Design Processes

Engineering Design in the Framework: The term “engineering design” has replaced the older term “technological design,” consistent with the definition of engineering as a systematic practice for solving problems, and technology as the result of that practice. According to the Framework: “From a teaching and learning point of view, it is the iterative cycle of design that offers the greatest potential for applying science knowledge in the classroom and engaging in engineering practices” (NRC 2012). The Framework recommends that students explicitly learn how to engage in engineering design practices to solve problems. 

The Framework also projects a vision of engineering design in the science curriculum, and of what students can accomplish from early school years to high school: In some ways, children are natural engineers. They spontaneously build sand castles, dollhouses, and hamster enclosures, and they use a variety of tools and materials for their own playful purposes. ...Children’s capabilities to design structures can then be enhanced by having them pay attention to points of failure and asking them to create and test redesigns of the bridge so that it is stronger. (NRC, 2012).

By the time these students leave high school, they can “undertake more complex engineering design projects related to major global, national, or local issues” (NRC, 2012). The core idea of engineering design includes three component ideas (Figure 1): 

• Defining and delimiting engineering problems involves stating the problem to be solved as clearly as possible in terms of criteria for success, and constraints or limits. 
• Designing solutions to engineering problems begins with generating a number of different possible solutions, then evaluating potential solutions to see which ones best meet the criteria and constraints of the problem. 
• Optimizing the design solution involves a process in which solutions are systematically tested and refined and the final design is improved by trading off less important features for those that are more important.