Evaluating the Quality of Integrated STEM Curriculum

Abstract

Integrated STEM education is called for in national policy documents within in the United States, yet teachers still struggle to develop and implemented quality STEM instruction. This paper presents a macro and micro level analysis of a cases study of three teachers implementing a STEM unit. Macro analysis using a conceptual flow graphic revealed a strongly integrated curriculum. Micro analysis revealed that teachers use of scientific and engineering practices and language promoting STEM were critical to implementation of an integrated unit.