**4. Inquiry-based STEM teaching and learning**

Over the past 20 years, STEM has been increasingly viewed as an integrated meta-discipline due to the natural relationships among science, technology, engineering, and mathematics. This shift removes the traditional barriers between individual STEM content areas and focuses on innovation and the applied process of designing solutions to complex contextual problems, challenging students to innovate and invent, while also promoting problem-solving and critical thinking skills that can be applied to their academic as well as everyday lives ([22], pp. 37–38). Although it is still common for STEM disciplines to be viewed and taught as distinct content areas, most of them acknowledge that they are both interconnected and interdependent. Schools that focus on STEM are adopting and implementing inquiry-based interdisciplinary approaches to engage students in authentic STEM learning that provides relevance in the real world.

As outlined in **Table 1**, specific STEM school models or approaches can vary by location, educational system, and student interest. Some STEM schools may focus on a particular STEM discipline, such as computer science or environmental science, while others take a more holistic approach to STEM education. However, the end goal of each of these school models is to prepare students for careers in STEM fields as well as create STEM-literate citizens by providing a strong foundation in science, technology, engineering, and mathematics.

According to Bybee [23], STEM education can take on various forms depending on the way STEM subjects are presented in the classroom. However, most STEM learning experiences do have one thing in common—they seek to provide students with opportunities to remove the artificial boundaries between STEM disciplines so that students can better understand the connected nature of knowledge using critical skills, leading to success in the twenty first century economy through applying the skills and knowledge that they have learned or are in the process of learning ([18], p. 479).

STEM specialty school models tend to engage students in inquiry-based learning such as the 5E Model of instruction. The five phases of the 5E Model are Engage, Explore, Explain, Elaborate, and Evaluate which provides "a 'common sense' value; it presents a natural process of learning" ([24], p. ix). **Figure 3** shows this process.

STEM specialty school models tend to implement different variations of projectbased learning (PBL), problem-based learning (PrBL), and phenomena-based learning (PhBL) through implementation of the 5E Model. Summaries of each follow:

*Integrating STEM: An Interdisciplinary Approach to PreK-12 Education DOI: http://dx.doi.org/10.5772/intechopen.114009*

**Figure 3.**

*Evidence-based practices: The 5E model of instruction [25]. (Graphic used with permission from the San Diego County Office of Education, 2018. https://ngss.Sdcoe.Net/evidence-based-practices/5E-model-of-instruction).*

*Project-based learning* (PBL) is a student-centered instructional approach that focuses on students actively engaging in real-world, meaningful projects to gain knowledge and develop skills. PBL emphasizes hands-on, experiential learning, rather than passive learning through lectures and memorization. While PBL generally deemphasizes traditional lectures in favor of more active and collaborative learning, it does not necessarily exclude lectures altogether. Lectures, when included, are integrated into the overall PBL framework in a targeted and strategic manner. In this sense, lectures do not serve as the primary mode of content delivery and instead serve specific purposes such as providing an introduction to concepts prior to the beginning of the project; skill development and techniques needed to successfully complete the project; guidance and clarification on instructions and common challenges that arise during the project; reflection and debriefing after the completion of project phases; and when experts deliver a guest lecture to provide real-world perspectives or inspire students. In a PBL setting, students typically work on a project over an extended period, during which they explore and investigate a specific topic or problem resulting in a product that is presented publicly.

Key characteristics of project-based learning include:


Project-based learning is seen as an effective way to foster critical thinking, creativity, problem-solving, and a deeper learning of subject matter. It also prepares students for the challenges and demands of the real world by giving them opportunities to apply their knowledge in authentic contexts. Furthermore, the implementation of PBL has been shown to be an effective STEM school reform model [26] that can be applied in various educational settings, from K-12 classrooms to higher education and professional development programs. While it is an engaging instructional approach, it is quite different from traditional teaching methods and requires teacher training to ensure understanding of PBL principles, how to facilitate student inquiry and manage classroom dynamics involving group work and collaboration, and assessment of the learning process, collaboration, and critical thinking.
