A Conceptual Framework for STEM Integration Into Curriculum Through Career and Technical Education

Abstract

The scope and versatile nature of Career and Technical Education (CTE) discipline areas provide a platform for the integration of STEM subject areas, accomplishing the goal of providing all students a STEM-geared curriculum as well as preparing them for the world of work. Today, it is commonplace to say that relationships between science, technology, engineering, and mathematics disciplines are becoming increasingly stronger, permeating the workplace and creating new demands for solving daily work-related problems. This article discusses the integration of STEM practices into the curriculum and highlights ways to think about a conceptual framework that may facilitate the teaching and integration of STEM concepts. The intent of this article is to contribute to ongoing discussions among educators, employers, parents, and all those concerned in order to seek coherence in STEM instruction.

Assessing teacher education and professional development needs for the implementation of integrated approaches to STEM education

“…Education in science, mathematics, engineering, and technology (STEM) is widely recognized as a pressing state and national priority (Honey et al 2014). Excellence in STEM education can impact jobs, productivity, and competitiveness in multiple sectors and fields including health, technological innovation, manufacturing, the distribution of information, political processes, and cultural change (Asunda 2014; Peters 2006). Innovation in STEM fields drives not only economic growth, but also the quality of life.…”

“…A variety of useful conceptual frameworks for integrated STEM have been offered (e.g., see Asunda 2014; Asunda and Mativo 2016; Kelley and Knowles 2016; and English 2016). Moore and colleagues (e.g., Glancy et al 2014; Guzey et al 2016; Moore and Smith 2014; Moore et al 2014) provide empirical support for the proposition that engineering is an essential bond or connector that can integrate STEM disciplines in K-12 education, as well as a facilitator of problem solving, creative thinking, communication and teamwork skills, and positive motivation and attitudes towards STEM careers.…”

STEM Education in Ukraine in the Context of Sustainable Development

“…(United Nations General Assembly, 2015). Various options for integrating STEM into education are highlighted in the following researches: "A Conceptual Framework for STEM Integration Into Curriculum Through Career and Technical Education" (Asunda, 2014), "Practicing engineering while building with blocks: identifying engineering thinking" (Bagiati & Evangelou, 2016), "Effects of integrative approaches among science, technology, engineering, and mathematics (STEM) subjects on students' learning: A preliminary meta-analysis" (Becker, & Park 2011), "Transfer of Learning: Connecting Concepts during Problem Solving" (Dixon & Brown, 2012), "An analysis of Australian STEM education strategies. Policy Futures in Education" (Murphy at al., 2018), "Makerspace in STEM for girls: A physical space to develop twentyfirst-century skills" (Sheffield at al., 2017), "The Effect of STEM Project Based Learning on Self-Efficacy among High-School Physics Students" (Samsudin at al., 2020).…”

The Epistemological Dilemma: Student Teachers Shared Experiences of Jamaica’s National Standards Curriculum (NSC)

“…The Ministry of Education Youth and Information, Jamaica (MOEYI), is targeting the improvement of mathematics and science in the curriculum. This move by the Ministry is driven by the need to build a new scientific workforce equipped with modern technological, interdisciplinary skill set (Toulmin & Groome, 2007;Asunda, 2014;Dixon & Hutton, 2016). The argument purported is that for students to be prepared for future career options, they must become critical thinkers, problem-solvers, confident, responsible, and productive citizens.…”