ABSTRACT
STEM in secondary education exists within a landscape of variability in which two or more disciplines are integrated. While the literature is replete with claims of effectiveness, there is a paucity of information on best strategies to inform classroom practices and a lack of consensus concerning STEM’s conceptualization. To facilitate the realization of the promise of STEM education in secondary schools, the need exists for a cohesive definition; an integrated course of studies in which learning is anchored in meaningful real-world contexts; a comprehensive STEM teacher preparation; and the alignment of secondary school practices with international goals for STEM education.
