2022 Volume 37 Issue 2 Pages 15-20
This study aimed to depict the structure of integrative STEM education. Referring to literature from the period when discipline-based education was actively discussed, the paper argues the nature of the structure, its three-dimensional view, and the differences depending on the structures of teaching and learning. As a result, it is shown that there is a need to reconsider the boundary between Inter- and Trans-disciplinary STEM education and to redefine the classification.