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In Search of a Long-Awaited Consensus on Disciplinary Integration in STEM Education

Author

Listed:
  • David Aguilera

    (Department of Science Education, University of Granada, Campus Universitario de Cartuja, s/n, 18071 Granada, Spain)

  • José Luis Lupiáñez

    (Department of Mathematics Education, University of Granada, 18071 Granada, Spain)

  • José Miguel Vílchez-González

    (Department of Science Education, University of Granada, Campus Universitario de Cartuja, s/n, 18071 Granada, Spain)

  • Francisco Javier Perales-Palacios

    (Department of Science Education, University of Granada, Campus Universitario de Cartuja, s/n, 18071 Granada, Spain)

Abstract

The emergence of STEM (Science, Technology, Engineering, and Mathematics) in research and the practice of science, technology, engineering, and mathematics education is today an unquestionable fact at international level. Despite the importance attached to STEM education, there is a lack of synthesized approaches to teaching the interdisciplinarity of STEM. This lack of synthesis can hinder a strong theoretical foundation for STEM education and possible new contributions. The purpose of this position paper is to contribute a theoretical framework for STEM education that enables the unification of criteria regarding disciplinary integration and associated teaching methods. The authors discuss disciplinary integration in STEM activities, the implication of STEM literacy, educational stage, and teaching method, and provide suggestions for future research.

Suggested Citation

  • David Aguilera & José Luis Lupiáñez & José Miguel Vílchez-González & Francisco Javier Perales-Palacios, 2021. "In Search of a Long-Awaited Consensus on Disciplinary Integration in STEM Education," Mathematics, MDPI, vol. 9(6), pages 1-10, March.
    • Handle: RePEc:gam:jmathe:v:9:y:2021:i:6:p:597-:d:514804
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    References listed on IDEAS

    as
    1. Greg Pearson, 2017. "National academies piece on integrated STEM," The Journal of Educational Research, Taylor & Francis Journals, vol. 110(3), pages 224-226, May.
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