Uncovering Core Dimensions of K-12 Integrated STEM

To address the lack of a classroom observation protocol aligned with integrated STEM, the author team developed one to measure the degree of integrated STEM instruction implemented in K-12 science and engineering classrooms. This study demonstrates how our instrument can be used to uncover the dimensions of integrated STEM instruction practiced in K-12 classrooms and to determine which protocol items are associated with each of these dimensions. This article reports on the results of a principal component analysis (PCA) using 2030 K-12 classroom observation videos. PCA revealed two core dimensions of integrated STEM education. Real-world problem-solving includes 21st century skills and STEM practices necessary for developing solutions to real-world problems. Nature of Integrated STEM includes items that promote integration between the real-world context, students’ personal experiences, STEM careers, and STEM content. The authors’ analysis also suggests the possibility of an additional dimension of integrated STEM involving technology practices in STEM.

Roehrig, G. H., Rouleau, M. D., Dare, E. A., & Ring-Whalen, E. (2023). Uncovering core dimensions of K-12 integrated STEM. Research in Integrated STEM Education. https://doi.org/10.1163/27726673-00101004