In Search of a Long-Awaited Consensus on Disciplinary Integration in STEM Education

The emergence of STEM (Science, Technology, Engineering, and Mathematics) in research and the practice of science, technology, engineering, and mathematics education is today an unquestionable fact at international level. Despite the importance attached to STEM education, there is a lack of synthesi...

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Bibliographic Details
Published inMathematics (Basel) Vol. 9; no. 6; p. 597
Main Authors Aguilera, David, Lupiáñez, José Luis, Vílchez-González, José Miguel, Perales-Palacios, Francisco Javier
Format Journal Article
LanguageEnglish
Published Basel MDPI AG 01.03.2021
Subjects
Classrooms
disciplinary integration
Educational technology
Engineering
Food science
framework
Humanities
Interdisciplinary aspects
Learning
Literacy
Mathematical analysis
Mathematics education
Science education
Society
STEM education
STEM literacy
Students
Teaching
Teaching methods
Technical education
Technology education
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Summary:The emergence of STEM (Science, Technology, Engineering, and Mathematics) in research and the practice of science, technology, engineering, and mathematics education is today an unquestionable fact at international level. Despite the importance attached to STEM education, there is a lack of synthesized approaches to teaching the interdisciplinarity of STEM. This lack of synthesis can hinder a strong theoretical foundation for STEM education and possible new contributions. The purpose of this position paper is to contribute a theoretical framework for STEM education that enables the unification of criteria regarding disciplinary integration and associated teaching methods. The authors discuss disciplinary integration in STEM activities, the implication of STEM literacy, educational stage, and teaching method, and provide suggestions for future research.
ISSN:2227-7390
2227-7390
DOI:10.3390/math9060597