Search for: All records

To address the lack of a classroom observation protocol aligned with integratedSTEM, the author team developed one to measure the degree of integratedSTEMinstruction implemented in K-12 science and engineering classrooms. This study demonstrates how our instrument can be used to uncover the dimensions of integratedSTEMinstruction practiced in K-12 classrooms and to determine which protocol items are associated with each of these dimensions. This article reports on the results of a principal component analysis (PCA) using 2030 K-12 classroom observation videos.PCArevealed two core dimensions of integratedSTEMeducation.Real-world problem-solvingincludes 21st century skills andSTEMpractices necessary for developing solutions to real-world problems.Nature of IntegratedSTEMincludes items that promote integration between the real-world context, students’ personal experiences,STEMcareers, andSTEMcontent. The authors’ analysis also suggests the possibility of an additional dimension of integratedSTEMinvolving technology practices inSTEM.

Given the large variation in conceptualizations and enactment of K^− 12integrated STEM, this paper puts forth a detailed conceptual framework for K^− 12integrated STEM education that can be used by researchers, educators, and curriculum developers as a common vision. Our framework builds upon the extant integrated STEM literature to describe seven central characteristics of integrated STEM: (a) centrality of engineering design, (b) driven by authentic problems, (c) context integration, (d) content integration, (e) STEM practices, (f) twenty-first century skills, and (g) informing students about STEM careers. Our integrated STEM framework is intended to provide more specific guidance to educators and support integrated STEM research, which has been impeded by the lack of a deep conceptualization of the characteristics of integrated STEM. The lack of a detailed integrated STEM framework thus far has prevented the field from systematically collecting data in classrooms to understand the nature and quality of integrated STEM instruction; this delays research related to the impact on student outcomes, including academic achievement and affect. With the framework presented here, we lay the groundwork for researchers to explore the impact of specific aspects of integrated STEM or the overall quality of integrated STEM instruction on student outcomes.

Integrated approaches to teaching science, technology, engineering, and mathematics (STEM) are increasingly being implemented in elementary and middle school classrooms, and despite a variety of conceptions of integrated STEM, researchers agree that small group activities and teamwork play a central role in STEM learning. However, little is known about how students participate in the small group portions of integrated STEM curricular units. In this study, a microvideo ethnography framed within activity theory was used to examine small group interactions among sixth‐grade students completing integrated STEM activities related to the properties of light. Students working in three different small groups (all‐girl, all‐boy, and mixed‐gender) were included in the analysis. Findings highlight differences in the activity systems across activity type (science vs. engineering) and across small groups, with students focusing on different objectives for completing STEM activities, utilizing different tools as they sought to reach their objectives, and dividing labor differently. Findings from this study suggest that these students, and girls in particular, were less prepared to navigate open‐ended engineering activities than highly structured science activities. Theoretical and practical implications for curriculum development and pedagogical strategies are discussed.

With ongoing underrepresentation of women in STEM fields, it is necessary to explore ways to maintain girls' STEM interest throughout elementary and middle school. This study is situated within the context of Designs in STEM (pseudonym), an out‐of‐school program that engages urban youth in authentic STEM experiences. Participants were 30 girls attending Designs in STEM in grades four and five. Participants were interviewed about their STEM interest, out‐of‐school versus in‐school STEM learning experiences, and how gender relates to STEM success. Several key findings emerged. First, although students' prior school experiences with mathematics resulted in less positive dispositions toward mathematics than other STEM disciplines, their experiences at Designs in STEM revealed that mathematics could be fun and valuable when used for real‐world purposes. Second, students found Designs in STEM to be more engaging and inspiring due to the context and pedagogies employed by Designs in STEM instructors. Third, despite observing girls' behavior that was more aligned with academic success, participants still identified STEM advantages for boys. Finally, participants defined success and intelligence in STEM based on speed and tracking. Discussion focuses on the need to consider how school‐based mathematics instruction may serve as a barrier to girls' STEM interest and involvement.