Lyn D. English
STEM education K-12: perspectives on integration
Queensland University of Technology
commentary stimulated yeping lis first editorial 2014 citing one journals goals adding multidisciplinary perspectives current studies single disciplines comprising focus journals commentary argue greater focus stem integration equitable representation four disciplines studies purporting advance stem learning stem acronym often used reference one disciplines commonly science although integration stem disciplines increasingly advocated literature studies address multiple disciplines appear scant mixed findings inadequate directions stem advancement perspectives discipline integration achieved varied reference multidisciplinary interdisciplinary transdisciplinary approaches adding debates approaches include core concepts skills taught separately discipline housed within common theme introduction closely linked concepts skills two disciplines aim deepening understanding skills adoption transdisciplinary approach knowledge skills two disciplines applied realworld problems projects aim shaping total learning experience research targets stem integration embryonic field respect advancing curriculum development various student outcomes example still need studies student learning outcomes arise different forms stem integration also particular disciplines integrated noted commentary seems mathematics learning benefits less disciplines programs claiming focus stem integration factors contributing finding warrant scrutiny likewise learning outcomes engineering within k12 integrated stem programs appear underresearched commentary advocates greater focus two disciplines within integrated stem education research drawing recommendations literature suggestions offered addressing challenges integrating multiple disciplines faced stem community