Theoretical FrameworkThere are many

Theoretical Framework
There are many benefits that have been connected with the
use of integrated education, ‘‘Research indicates that using
an interdisciplinary or integrated curriculum provides
opportunities for more relevant, less fragmented, and more
stimulating experiences for learners’’ (Furner & Kumar,
2007; p.186). Other benefits that have been found are that it
is student centered, improves higher level thinking skills and
problem solving, and improves retention (Fllis & Fouts,
2001; King & Wiseman, 2001; Smith & Karr-Kidwell,
2000).
Similar benefits have been found with a more specific
focus on integrated STEM education. Several benefits of
STEM education include making students better problem
solvers, innovators, inventors, self-reliant, logical thinkers,
and technologically literate (Morrison, 2006). Studies have
shown that integrating math and science has a positive
impact on student attitudes and interest in school (Bragow,
Gragow & Smith, 1995), their motivation to learn
(Gutherie, Wigfield & VonSecker, 2000), and achievement
(Hurley, 2001). The National Academy of Engineering and
the National Research Council (Katehi, Pearson & Feder,
2009) list five benefits of incorporating engineering in K-
12 schools: improved achievement in mathematics and
science, increased awareness of engineering, understanding
and being able to do engineering design, and increased
technological literacy.
With all of the possible benefits of integrated STEM
education, it is important to ascertain how teachers can
effectively teach integrated STEM education. Issues related
to supporting teachers, teaching practices, teacher efficacy,
and materials needed to implement integrated STEM
education are vital to consider.
Supporting Teachers in STEM Integration
There is a growing number of institutions that are
partnering with schools to support STEM education. Tufts
University has been working for over 15 years to integrate
engineering into K-12 classrooms. They believe that
engineering motivates students learning of the mathematics
and science concepts that make technology possible.
Professors, staff members, and students go into classrooms
every week to assist teachers; they have monthly teacher
support meetings, and training for teachers on technology
resources (Rogers & Portsmore, 2004). In a study,
researchers from the University of Nevada, Reno paired
with middle school science teachers to help the teachers
implement engineering. The researchers found that students
not usually engaged in science were actively engaged in the
design process (Cantrell et al., 2006). In another study,
faculty from the University of Nebraska developed a twoweek
summer professional development program to help
middle and high school science and mathematics teachers
implement engineering lessons. In studying the impact of
the lessons they found student interest in mathematics,
science, and engineering was encouraged (Nugent et al.,
2010). Other support for teachers has come through
federally funded mathematics and science teacher professional
development trainings to help teachers implement
STEM integration (Harris & Felix, 2010).
More integration of content is taking place in teacher
education programs in mathematics and science methods
courses (Berlin & Lee, 2005). Several studies have looked at
the difficulties and benefits of using integrated content
courses or methods courses with preservice teachers (Beeth
& Mc Neal, 1999; Elliott et al., 2001; Frykholm & Glasson,
2005; Furner & Kumar, 2007; Lewis et al., 2002). Most of the
studies found benefits to an integrated course, but do mention
the extra time needed to plan and effectively teach the
courses.
Teaching Practices around STEM Integration
The research on teaching integrated mathematics and
science provides a good basis for teaching integrated STEM
education. Successful integration of science and mathematics
depends largely on teachers’ understanding of the
subject matter (Pang & Good, 2000). Many teachers have
holes in their own subject content knowledge (Stinson et al.,
2009) and asking math and science teachers to teach another
subject may create new knowledge gaps and challenges
(Stinson et al., 2009).
What is known from research on effective practices in
science and mathematics education provides insight into
effective practices in STEM integration. Zemelman,
Daniels & Hyde (2005) list ten best practices for teaching
math and science:
(1) use manipulatives and hands-on learning;
(2) cooperative learning;
(3) discussion and inquiry;
(4) questioning and conjectures;
(5) use justification of thinking;
(6) writing for reflection and problem solving;
(7) use a problem solving approach;
(8) integrate technology;
(9) teacher as a facilitator;
(10) use assessment as a part of instruction.
A focus on connections, representations, and misconceptions
can also aid teachers’ pedagogy (Walker, 2007). The
benefits of using an integrated STEM approach is that
M. Stohlmann et al. / Journal of Pre