Reimagining STEM Education Framework: Multiple Pathways to Understand Global Efforts

• In Event: Reorientation and Transformation in Educational Change

Abstract

The purpose of this study is to raise the awareness of K12 educators and educational leaders in terms of global interest and efforts towards developing interdisciplinary STEM education frameworks. We used an emergent review process to identify six influential and recent frameworks for interdisciplinary STEM education created by researchers from Australia, Belgium, China, Singapore, the U.S., and Zimbabwe. By understanding the researchers’ intention, review process, and theoretical lens used to craft their frameworks for STEM education, we found that each of these frameworks provided a different way to organize, define, design, implement, and evaluate a vision for interdisciplinary STEM education. We demystified each influential STEM education framework, compared and contrasted the strengths, and provided multiple pathways of understanding for practitioners.

Authors

• Aubrey H. Wang, Saint Joseph's University

• Shaily Menon, University of New Haven

• Neha Ghadge, Saint Joseph's University