Part I: What is STEM Education?

“STEM Education” is defined in many ways by different groups, and this causes questions to arise as K-12 educators are told that their work is key to ensuring that the United States remains competitive in the global market.

--Hallinen, Judith et al., STEM Education in Southwestern Pennsylvania, Carnegie Mellon University, 2008.

Ultimately, STEM literacy means that a student possesses the ability to apply understanding of how the world works within and across the areas of science, technology, engineering, and math. STEM literacy is an interdisciplinary area of study that bridges the four areas; it does not simply mean achieving literacy in each of these strands or silos. A STEM-literate student also is experienced in problem-solving, analytical, communication, and technology skills.

--Promoting STEM Education: A Communications Tool Kit, National Governor’s Association, 2007.

In an ideal world, science, mathematics and technology/vocational teachers would plan and coordinate their efforts, aligning concepts and content to reinforce STEM learning and instruction. Students in a STEM classroom might graph or crunch data gather in science during their mathematics class. In social studies a discussion might center on the implications of science and technology on society and students would use discussion notes for a language arts lesson on written or verbal communication.

In fact, efforts to create this ideal environment occurred often in the 1990’s following the publication of Turning Points: Preparing American Youth for the 21st Century (Carnegie Corporation of New York, 1989). Turning Points recommended teaming by teachers as a best practice for middle school students. One example, A World In Motion (AWIM), funded by the Society of Automotive Engineers and the National Science Foundation, resulted in a series of engineering design challenges for middle school students that provided lesson plans for teachers in science, mathematics, social studies, language arts, and shop. These materials have now reached over 4 million students.



Times have changed, according to Chris Ciuca, Project Manager for AWIM. Today’s emphasis on accountability and assessment has led teachers to retreat to within their domain of expertise, reducing opportunities to plan and work together on multidisciplinary projects. In response, AWIM materials were revised to demonstrate state-level standards alignment and to remove any required cross-disciplinary efforts. For example, early curricula included lesson plans on market research conducted by students and facilitated by the social studies teacher. Today, AWIM provides the science teacher with sample market research data to explain to students as they consider design concepts for toy vehicles.

Renewed interest in STEM education needs to recognize the challenges that face 21st century teachers. On the one hand “true” STEM education requires teachers to integrate and collaborate. Yet, continued emphasis on accountability and alignment to discipline specific standards handcuffs educators’ ability and motivation to innovate and explore new products and approaches.

Coming Soon, Part II, Understanding the Need for STEM Education