National Academies Piece on Integrated STEM

Autor/in	Pearson, Greg
Titel	National Academies Piece on Integrated STEM
Quelle	In: Journal of Educational Research, 110 (2017) 3, S.224-226 (3 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0671
DOI	10.1080/00220671.2017.1289781
Schlagwörter	STEM Education; Interdisciplinary Approach; Elementary Secondary Education; Outcomes of Education; Evidence; Educational Objectives; Intellectual Disciplines; Program Implementation; Common Core State Standards; Expertise; Teacher Effectiveness; Pedagogical Content Knowledge; Educational Assessment + Suchen Sie Ihr Suchwort? STEM; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Lernleistung; Schulerfolg; Evidenz; Educational objective; Bildungsziel; Erziehungsziel; Geisteswissenschaften; Common core curriculum; Curriculum; Kerncurriculum; Expert appraisal; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Pädagogische Kompetenz; Education; assessment; Bewertungssystem
Abstract	Advocates of more connected approaches to teaching the STEM subjects argue that such integration, especially in the context of real-world issues, can make these fields more relevant to students and ultimately increase their motivation and achievement. However, there is little research on how best to integrate the STEM disciplines or on what factors make integration more likely to produce positive outcomes. This article summarizes the results of a recent study of STEM integration in K-12 education by the National Academies of Sciences, Engineering, and Medicine. The study reviewed evidence on student outcomes, developed a descriptive framework for practitioners, suggested key elements for the design of integrated STEM initiatives, and identified research priorities. The report from the study provides a useful foundation for future efforts to implement effective integrated STEM education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01