**3. Integrated STEM education in action**

#### **3.1 How to integrate STEM education in K-12**

Like promoting any other educational idea, the way to integrate STEM education in K-12 usually goes through a process from the instructive documents to related curricula products and to the classroom practices. In this process, three steps are in a state of interdependence and proceed from top to bottom, and their sequence cannot be changed or reversed. First, the instructive documents about STEM education in K-12 refer to those curriculum standards, frameworks, or syllabi with latent STEM elements. Since mathematics and science curriculum have two traditional curricula in K-12 contexts for many years while the term "STEM" is not born until the 1980s, most people regard technology and engineering as applied science, providing real-life learning environment. By this approach, students will transform the knowledge and skills acquired in science and mathematics into an engineering product using technology [32]. That is, STEM education expands the extent of science and mathematics curriculum. As a matter of fact, science curriculum has the characteristic of integration in societal and cultural contexts. According to Wei, an integrated science may be characterized by a focus on processes of scientific pupils, or it may be a course structured around topics, themes, or problems that require a multidisciplinary approach [33]. In the latest science education reform in the USA, for example, STEM is advocated as a direction of science education reform in contemporary time [31, 34]. In these two documents, the STEM discipline knowledge is introduced in a transdisciplinary view. Specifically, it is regarded that engineering, technology, and other science-related disciplines as applications of science, which are included in one domain of discipline core ideas. Moreover, it is implied in those documents that mathematics is implicit in all science; models, arguments, and explanations are all based on evidence, and that evidence can be mathematics [31, 34].

Second, when combining transdisciplinary knowledge with other major elements, some integrated STEM education products arise. One typical product

**51**

teachers' attitudes.

*Integrated STEM Education in K-12: Theory Development, Status, and Prospects*

is called STEM-focused programs. Since these programs are usually developed for out-of-school organizations, they are free to design and conduct most of the integrated STEM ideas. What they tend to do is to provide integrated STEM education as deep as they can. Such programs like "Engineering is Elementary" (EiE) (https://eie.org/) and "Project Lead the Way" (PLTW) (https://www.pltw.org/) are popular among the STEM education field. They provide teachers and schools with complete STEM-related curricula organized by units or semesters and use projectbased learning or engineering design to build an authentic learning environment. Moreover, they also provide opportunities for teachers' professional development

Another product is the frameworks about how to conduct integrated STEM education. Usually, these frameworks are user-friendly for teachers in that they are emphasizing that both students' cognitive level (or zone of proximal development) and teachers' knowledge base should align with each other to conduct a successful integrated STEM practice. For instance, Vasquez, Comer, and Villegas have established a two-dimensional integrated STEM framework on the hierarchy of STEM integration levels [35]. In this framework, each level of discipline integration can adjust its depth of knowledge by adapting different instructional approaches with the higher level of STEM integration meaning more rigors and relevance. In all, these frameworks require students and teachers to aware of when and how to apply

In the K-12 environment, despite many theories of integrated STEM education existing in the literature [10, 36–38], ways to operate it are often left to the individual parties [39–41]. That is, individuals have their own perceptions on the integrated STEM education: they themselves interpret, accept, resist or even subvert relevant policies. For this reason, some gaps between expectations and results of integrated STEM education existed. Among these individuals, teachers play an indispensable role in some circumstances, because they are the person who directly conducts integrated STEM instruction in classroom practice, and their perspectives, preparations, and practice on integrated STEM education could result in the divergent between expectations and realities. This is confirmed by Roehrig, Kruse, and Kern who found that the enactment of the prescribed curricula depends strongly on teachers' beliefs [42]. Similarly, teachers' attitudes to and enactment of prescribed curricula are impacted by school context, such as leadership, scheduling, and concurrent reform initiatives. Thibaut et al. have proved that school context is the most strongly related to teachers' attitudes toward teaching integrated STEM [43]. The implementation of integrated STEM education in K-12 requires effective and efficient instructional practice, too [44]. Thibaut et al. proposed a framework with five principles (integration, problem-centered, inquiry-based, design-based, and cooperative learning) and some corresponding instructional practices of integrated STEM education [45]. Obviously, all these instructional practices are linked to teachers' attitudes, and various contexts affect instructional practices and

However, there are multiple barriers to implement an integrated STEM curriculum, and especially, challenges are faced by teachers when they teach integrated STEM. Here, we only focused on three substantial challenges, which are related to pedagogy, curriculum, and school structure fields, respectively [46]. The first challenge is that the pedagogy of teaching integrated STEM requires teachers to change from teacher-led instruction to student-led instruction [47, 48], which might bring much uncertainty in classroom instructions. The second challenge comes from

*DOI: http://dx.doi.org/10.5772/intechopen.88141*

and interactions between students and teachers.

knowledge and practices from across STEM disciplines [12].

**3.2 Enactment of integrated STEM education**

#### *Integrated STEM Education in K-12: Theory Development, Status, and Prospects DOI: http://dx.doi.org/10.5772/intechopen.88141*

is called STEM-focused programs. Since these programs are usually developed for out-of-school organizations, they are free to design and conduct most of the integrated STEM ideas. What they tend to do is to provide integrated STEM education as deep as they can. Such programs like "Engineering is Elementary" (EiE) (https://eie.org/) and "Project Lead the Way" (PLTW) (https://www.pltw.org/) are popular among the STEM education field. They provide teachers and schools with complete STEM-related curricula organized by units or semesters and use projectbased learning or engineering design to build an authentic learning environment. Moreover, they also provide opportunities for teachers' professional development and interactions between students and teachers.

Another product is the frameworks about how to conduct integrated STEM education. Usually, these frameworks are user-friendly for teachers in that they are emphasizing that both students' cognitive level (or zone of proximal development) and teachers' knowledge base should align with each other to conduct a successful integrated STEM practice. For instance, Vasquez, Comer, and Villegas have established a two-dimensional integrated STEM framework on the hierarchy of STEM integration levels [35]. In this framework, each level of discipline integration can adjust its depth of knowledge by adapting different instructional approaches with the higher level of STEM integration meaning more rigors and relevance. In all, these frameworks require students and teachers to aware of when and how to apply knowledge and practices from across STEM disciplines [12].

### **3.2 Enactment of integrated STEM education**

In the K-12 environment, despite many theories of integrated STEM education existing in the literature [10, 36–38], ways to operate it are often left to the individual parties [39–41]. That is, individuals have their own perceptions on the integrated STEM education: they themselves interpret, accept, resist or even subvert relevant policies. For this reason, some gaps between expectations and results of integrated STEM education existed. Among these individuals, teachers play an indispensable role in some circumstances, because they are the person who directly conducts integrated STEM instruction in classroom practice, and their perspectives, preparations, and practice on integrated STEM education could result in the divergent between expectations and realities. This is confirmed by Roehrig, Kruse, and Kern who found that the enactment of the prescribed curricula depends strongly on teachers' beliefs [42]. Similarly, teachers' attitudes to and enactment of prescribed curricula are impacted by school context, such as leadership, scheduling, and concurrent reform initiatives. Thibaut et al. have proved that school context is the most strongly related to teachers' attitudes toward teaching integrated STEM [43]. The implementation of integrated STEM education in K-12 requires effective and efficient instructional practice, too [44]. Thibaut et al. proposed a framework with five principles (integration, problem-centered, inquiry-based, design-based, and cooperative learning) and some corresponding instructional practices of integrated STEM education [45]. Obviously, all these instructional practices are linked to teachers' attitudes, and various contexts affect instructional practices and teachers' attitudes.

However, there are multiple barriers to implement an integrated STEM curriculum, and especially, challenges are faced by teachers when they teach integrated STEM. Here, we only focused on three substantial challenges, which are related to pedagogy, curriculum, and school structure fields, respectively [46]. The first challenge is that the pedagogy of teaching integrated STEM requires teachers to change from teacher-led instruction to student-led instruction [47, 48], which might bring much uncertainty in classroom instructions. The second challenge comes from

*Theorizing STEM Education in the 21st Century*

science curriculum in American [31].

explained and analyzed.

**3. Integrated STEM education in action**

**3.1 How to integrate STEM education in K-12**

evidence can be mathematics [31, 34].

from the limitation of contexts, except the different emphasis on disciplines that are driven by the needs of the economy and society. At present, the most common view is that STEM disciplines start with science and mathematics with technology and engineering included as an add-on to science. This is reflected in the latest K-12

The other three are peripheral supports, playing different but important roles in creating a more integrated STEM education in context-specific landscapes. Teaching strategies, in this model, are mainly used to assist the instruction of discipline knowledge in a given context. Thus, it is natural and necessary to associate discipline knowledge and expectations through context-matched teaching strategies. Besides, the expectations required in K-12 schools should correspond with the needs of future society. In other words, integrated STEM education can provide a possible way to translate social expectations into individuals' real abilities, as long as discipline knowledge and teaching strategies constructing in a good combination. Moreover, the last element, learning systems, is to construct a systematic and appropriate learning environment and to break the limitation of school context in some instances. In short, this ideal model is significant because it can guide the exploration of elements and of the connections between them. Following this ideal model, perspectives on integrated STEM education in action can be further

Like promoting any other educational idea, the way to integrate STEM education in K-12 usually goes through a process from the instructive documents to related curricula products and to the classroom practices. In this process, three steps are in a state of interdependence and proceed from top to bottom, and their sequence cannot be changed or reversed. First, the instructive documents about STEM education in K-12 refer to those curriculum standards, frameworks, or syllabi with latent STEM elements. Since mathematics and science curriculum have two traditional curricula in K-12 contexts for many years while the term "STEM" is not born until the 1980s, most people regard technology and engineering as applied science, providing real-life learning environment. By this approach, students will transform the knowledge and skills acquired in science and mathematics into an engineering product using technology [32]. That is, STEM education expands the extent of science and mathematics curriculum. As a matter of fact, science curriculum has the characteristic of integration in societal and cultural contexts. According to Wei, an integrated science may be characterized by a focus on processes of scientific pupils, or it may be a course structured around topics, themes, or problems that require a multidisciplinary approach [33]. In the latest science education reform in the USA, for example, STEM is advocated as a direction of science education reform in contemporary time [31, 34]. In these two documents, the STEM discipline knowledge is introduced in a transdisciplinary view. Specifically, it is regarded that engineering, technology, and other science-related disciplines as applications of science, which are included in one domain of discipline core ideas. Moreover, it is implied in those documents that mathematics is implicit in all science; models, arguments, and explanations are all based on evidence, and that

Second, when combining transdisciplinary knowledge with other major elements, some integrated STEM education products arise. One typical product

**50**

the curriculum field. Teachers may feel difficult to have all the STEM-relevant knowledge in a short time, and they are not willing to learn the concepts or content rapidly [12]. In other words, it is hard for them to get adapted to an integrated STEM approach to teaching and learning. The third challenge is the traditional school structure that limits the depth of integrated STEM education. As we discussed earlier, school context is an influential factor in the ideal integrated STEM education, and its limits are widespread.

Obviously, these barriers and challenges cannot be resolved instantly due to its complexity. Instead, they can be analyzed and explained by our ideal model. In fact, teaching integrated STEM needs a relatively relaxed environment, such as freedom of time and spaces, some supports from principals, colleagues, and parents of students. Any small details in enactment or implementation have a great influence on practices. Except for the expectations, the other three elements together with contexts relate to these three barriers: teachers are lack of discipline knowledge beyong the fields they teach and their teaching strategies do not match with what STEM integration needs; learning system provided is not wide and are constrained by school context. Obviously, as Nadelson and Seifert suggested, there needs to find a way to reconcile the historical structure of schools, curriculum, instruction, and assessment to create a school culture and environment that supports an integrated STEM approach to teaching and learning [12].

### **4. Conclusions and implications**

The significance of this chapter lies in its potential contribution to the existing knowledge system of the integrated STEM education in K-12. First of all, the ideal model we proposed in this chapter is different from many existing models, in that, it is not limited in the integration among discipline knowledge instead it involves four elements, suggesting an integrated STEM education system. Within this system, the interconnection of these elements is flexible and would be efficient when provided with proper contexts. That is to say, each part of the model upholds the others, and in turn, is supported by them. Compared with discipline-based STEM integration discussed in the literature, this model is inclusive. With this model in mind, researchers may realize which part should be improved or revised so as to achieve a more holistic and broad integration. Additionally, for practicing teachers, it might serve as a guiding framework that will assist them to think about how to conduct integrated STEM education in their classroom. Thus, it suggests a possible way to resolve the issues that we have identified earlier and to bridge the gaps between theory and practice in implementing integrated STEM education in K-12. In what follows, we discuss the implications of this chapter and provide some insights on integrated STEM education.

One implication that can be drawn from this chapter is that much more research is needed to understand and analyze the integrated STEM education in specific contexts. For education researchers, this ideal model can be used as a theoretical framework in conducting empirical research in the field of STEM education. For instance, research studies can be done to examine the effectiveness of the implementation of an integrated STEM program. Another suggestion is to do research from practicing teachers' perspectives as they are the most responsible people conducting STEM integration in practice. Based on the understanding of practicing teachers' attitudes, the difficulties, challenges, and barriers they encounter when integrating various domains in practice, some practical and tangible measures might be taken to effectively and efficiently improve their STEM instruction.

**53**

**Author details**

proposed.

Bing Wei\* and Yue Chen

Faculty of Education, University of Macau, Macau, China

© 2020 The Author(s). Licensee IntechOpen. This chapter is distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/ by/3.0), which permits unrestricted use, distribution, and reproduction in any medium,

\*Address all correspondence to: bingwei@um.edu.mo

provided the original work is properly cited.

*Integrated STEM Education in K-12: Theory Development, Status, and Prospects*

Finally, as we mentioned earlier, for the integrated STEM education, it is not the case that more complex the better, but the case that the more suited the better. "Suited" means that those elements match well with the contexts and the proportions of elements are appropriate. More often than not, stakeholders in the field of the integrated STEM education focus on varied aspects. For example, policymakers always stand at the highest point to dominate integrated STEM education but overlook practical issues in the implementation. In most cases, curriculum developers cannot make a balance between ability cultivation and knowledge transmission in curriculum materials they developed, which may mislead teachers' understanding on integrated STEM education. As for practicing teachers, a variety of practical issues may arise as they enact an integrated STEM program or activity in specific situations. Thus, inconsistencies appear when switching among various aspects of the integrated STEM education, which might lead to more barriers and challenges. Therefore, joint and synergic efforts of varied stakeholders are needed to make more effective integrated STEM education on the basis of the model we have

*DOI: http://dx.doi.org/10.5772/intechopen.88141*

#### *Integrated STEM Education in K-12: Theory Development, Status, and Prospects DOI: http://dx.doi.org/10.5772/intechopen.88141*

Finally, as we mentioned earlier, for the integrated STEM education, it is not the case that more complex the better, but the case that the more suited the better. "Suited" means that those elements match well with the contexts and the proportions of elements are appropriate. More often than not, stakeholders in the field of the integrated STEM education focus on varied aspects. For example, policymakers always stand at the highest point to dominate integrated STEM education but overlook practical issues in the implementation. In most cases, curriculum developers cannot make a balance between ability cultivation and knowledge transmission in curriculum materials they developed, which may mislead teachers' understanding on integrated STEM education. As for practicing teachers, a variety of practical issues may arise as they enact an integrated STEM program or activity in specific situations. Thus, inconsistencies appear when switching among various aspects of the integrated STEM education, which might lead to more barriers and challenges. Therefore, joint and synergic efforts of varied stakeholders are needed to make more effective integrated STEM education on the basis of the model we have proposed.
