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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.