Integrating Science, Technology, Engineering, and Math.
Minnesota has developed a vision and definition of integrated STEM education to help foster initiatives that works to break down silos towards providing engaging experiences for both students and teachers. This vision and definition is based on the work of integrative STEM programs within Minnesota as well as a review of current STEM literature and policy documents.
The definition of integrated STEM literacy is grounded in the notion that it is important for students to have deep understandings of STEM concepts and processes within these individual domains as well as knowledge of how these concepts and processes interact across these domains and within other domains such as social studies, language, and the arts. Further, it is important to have this interactive knowledge to improve 1) personal decision making and problem solving, 2) participation in civic and cultural affairs, and 3) awareness and preparation for careers.
Integrative STEM is defined both for the student experience and for the educator experience. For students, Integrated STEM Education provides intentionally-designed, linked-learning experiences for students to apply (and/or develop) Science, Technology, Engineering, and Mathematics concepts and processes. For STEM educators, integrated STEM Education exemplifies standards-based, best-practice instruction from each domain to explore relevant, real-world questions and problems.
For more information or if you have questions or need support, please contact Doug Paulson, Minnesota STEM Specialist.