“…This reform effort, with its ambitious framing, also necessitated an urgent need for improving curriculum, assessment, and teacher education in alignment with the new vision. To address this need, many researchers have focused on increasing teachers' familiarity with engineering and developing integrated curricula expanding across elementary (Capobianco & Rupp, 2014;Moore, Tank, Gajdzik, et al, 2015;Museum of Science, 2019;Wendell & Rogers, 2013) and secondary education (Cantrell, Pekcan, Itani, & Velasquez-Bryant, 2006;Apedoe, Reynolds, Ellefson, & Schunn, 2008;Daugherty & Custer, 2012;Silk, Schunn, & Cary, 2009;Peters-Burton & Johnson, 2018). In this position paper, we draw attention to the differences in arguments that shape integration practices and elucidate related confusions.…”