Implementing “Big Ideas” to Advance the Teaching and Learning of Science, Technology, Engineering, and Mathematics (STEM)

• Published in: International journal of science and mathematics education Vol. 15; no. Suppl 1; pp. 25 - 43
• Main Authors: Chalmers, Christina, Carter, Merilyn (Lyn), Cooper, Tom, Nason, Rod
• Format: Journal Article
• Language: English
• Published: Dordrecht Springer Netherlands 01-05-2017; Springer; Springer Nature B.V
• Subjects: Curricula; Education; Engineering Education; Inservice Teacher Education; Learning; Literature reviews; Mathematical analysis; Mathematics Curriculum; Mathematics Education; Preservice Teachers; R&D; Research & development; Science Education; STEM Education; Teaching; Technical education; Technology Education; Integration; Themes; Big ideas; STEM
• ISSN: 1571-0068; 1573-1774
• DOI: 10.1007/s10763-017-9799-1

Although education experts are increasingly advocating the incorporation of integrated Science, Technology, Engineering, and Mathematics (STEM) curriculum units to address limitations in much current STEM teaching and learning, a review of the literature reveals that more often than not such curriculum units are not mediating the construction of in-depth STEM knowledge. In this paper, we conjecture that the challenge of generating integrated STEM curriculum units that overcome this limitation and facilitate in-depth learning of and about STEM can be met by the use of three types of big ideas:
within
-
discipline big ideas that have application in other STEM disciplines
,
cross
-
discipline big ideas
, and
encompassing big ideas
. We provide a six-component framework (together with an example of the framework in action) that can be used to scaffold pre- and in-service teachers’ development of integrated STEM curriculum units based around these types of big ideas. The paper concludes by discussing possible directions for future research and development in this field.