ABSTRACT

Chapters 6 to 10 presented different ways of enacting integrated STEM learning in the classroom. In some classrooms, the focus was on the material aspects of STEM learning, where students designed and constructed prototypes. In other classrooms, more attention was paid to developing students’ domain-specific knowledge through problem solving. The diversity of practices in integrated STEM inquiry is not unexpected. As problems chosen by teachers are dependent on local contexts, and the nature of problems influence the STEM inquiry experiences, by inference, integrated STEM inquiry is context-sensitive and dependent. The teachers who participated in this study attended a three-day symposium and an online learning module focusing on planning integrated STEM learning experiences using the STEM Quartet instructional framework. They also worked with a team of international consultants to refine their lesson ideas to better align with ideas of integration across subject disciplines. More details of the programme can be found at https://www.meristem.site.