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Pages 1-12

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From page 1...
... Advocates of more integrated approaches to K–12 STEM education argue that teaching STEM in a more connected manner, especially in the context of real-world issues, can make the STEM subjects more relevant to students and teachers. This in turn can enhance motivation for learning and improve student interest, achievement, and persistence.
From page 2...
... The NAE/NRC Committee on Integrated STEM Education was charged with • identifying and characterizing existing approaches to integrated STEM education, both in formal and after-/out-of-school settings, • reviewing the evidence for the impact of integrated approaches on various student outcomes, and • determining a set of priority research questions to advance under standing of integrated STEM education. Descriptive Framework Far from being a single, well-defined experience, integrated STEM education includes a range of different experiences that involve some degree of connection.
From page 3...
... Regarding the nature and scope of integration, the framework addresses which subjects are connected; which disciplines are dominant; and the duration, size, and complexity of an initiative. With respect to implementation, the framework focuses on instructional designs involving problem-based learning and engineering design; the type of educator supports present, such as pre- and in-service professional development and development of professional learning communities; and adjustments to the learning environment, such as extended class periods, extended lesson planning, team teaching, and partnering between STEM educators working in and outside of schools.
From page 4...
... Implications of Research for the Design of Integrated STEM Education In addition to reviewing research related to outcomes, the committee examined research from cognitive psychology, the learning sciences, and educational psychology -- as well as from studies focused specifically on integrated STEM education -- for clues about factors that may help explain the potential benefits and challenges posed by integration. From the perspective of what is currently known about cognition and learning, integration may be effective because basic qualities of cognition favor connected concepts over unconnected concepts so they are better organized for future retrieval and meaning making.
From page 5...
... For instance, there is evidence that use of detailed concrete situations that include rich perceptual information can prevent students from identifying the abstract structural characteristics that are needed to transfer their experiences to other settings. Taken together, the findings from research have implications for the design of integrated STEM education initiatives.
From page 6...
... This concern is highlighted by research showing that curricula integrating mathematics or science with other STEM subjects are less likely to produce positive learning outcomes in mathematics than they are in science, although effect sizes can vary greatly depending on how science and mathematics are offered (sequentially, in parallel, together and separately, or together either with one subject as the dominant theme of the lesson or with both subjects completely integrated -- see Chapter 3 for additional details)
From page 7...
... At the present time, very few teacher education programs around the country are making efforts to prepare prospective teachers with appropriate content knowledge in more than one STEM subject. A larger number of programs provides in-service professional development related to integrated STEM education; most of these efforts are connected to existing curriculum projects.
From page 8...
... Recommendations for Designers of Integrated STEM Experiences Designers of integrated STEM education initiatives need to be explicit about the goals they aim to achieve and design the integrated STEM experience purposefully to achieve these goals. They also need to better articulate their hypotheses about why and how a particular integrated STEM experience will lead to particular outcomes and how those outcomes should be measured.
From page 9...
... Recommendation for Assessment Developers Organizations with expertise in assessment research and development should create assessments appropriate to measuring the various learning and affective outcomes of integrated STEM education. This work should involve not only the modification of existing tools and techniques but also exploration of novel approaches.
From page 10...
... (Recommendation 4) Research Agenda To help guide future research, the committee posed questions aligned to the descriptive framework that, if addressed, have the potential to provide useful data for advancing the quality and effectiveness of integrated K–12 STEM education in the United States.
From page 11...
... Given the inherent complexities, it will not be a surprise to find that designing and documenting effective initiatives will be time consuming and expensive. Despite these challenges, the possibility of adding new tools to the STEM education toolbox is exciting and should be coupled with rigorous research and assessment of implementation efforts.


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