All physical science units were in the integrated and coherent category with strong conceptual integration between the main science concepts and the EDC. The units formed four broad types of integrated STEM curricula: (i) coherent science unit with loosely connected engineering design challenge (EDC), (ii) engineering design-focused unit with limited connections to science content, (iii) engineering design unit with science content as context, and (iv) integrated and coherent STEM units. Patterns in the nature of the interdisciplinary connections were used to categorize and understand the nature of integration and curricular coherence within each unit. FindingsĪ conceptual flow graphic (CFG) was constructed for 50 integrated STEM curriculum units. Thus, this study explores the development of a process focused to understand the nature of integration within a STEM curriculum unit. While such instruments provide important information about the presence and quality of certain curricular components, they do not assess the level and nature of integration of the curriculum as a whole. ![]() ![]() Few tools or rubrics exist to assess the quality of integrated STEM curricula, and existing tools focus on checklists of characteristics of integrated STEM.
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