ABSTRACT
Using the S-T-E-M Quartet instructional framework, Science, Technology, Engineering, and Mathematics (STEM) activities were designed with biology as the lead discipline. These activities are centred around a problem related to vertical farming that is complex, persistent, and extended. Through engagement in these problems, students learn the vertical knowledge of each discipline as well as how the knowledge from each of the STEM disciplines are connected. We call the latter the horizontal connections. In this chapter, we describe three key aspects of learning with integrated STEM activities ─ (1) How the activities are planned, (2) Student interactions during these activities, and (3) The outcomes of engagement with these activities. We will then conclude with discussions on the implications for future STEM education.
