She thought the STEM professional development program reinforced her beliefs about STEM integration,
particularly the problem solving piece. However, she also
believed that if students have more background knowledge
before they come to a STEM classroom, students might
learn more in applying problem solving. Therefore, if it
were possible, she would like to flip the curriculum a little
bit, such as teaching more content knowledge before asking
students to apply problem solving. She said, ‘‘It will be
really cool if kids have more background knowledge to do
problem solving, such as more science and mathematics
content knowledge. They will catch it right away like, ‘I
know what I am doing.’’’