From: Beyond the basics: a detailed conceptual framework of integrated STEM
Domain | Indicators | Description |
---|---|---|
Central to engineering and engineering education | Process of Design (POD) • Problem and background • Plan and implement • Test and evaluate | Common elements of an iterative engineering design process are problem identification and scoping, ideation, design, testing, and redesign (Dym, 1999). |
Apply science, engineering, and mathematics content (SEM) | The practice of engineering requires the application of science, mathematics, and engineering knowledge. K-12 STEM education should emphasize this interdisciplinary nature by providing students with opportunities to apply developmentally appropriate mathematics or science in the context of solving engineering problems (Arık & Topçu, 2020). | |
Engineering thinking (EThink) | Engineers engage in reflective decision-making and argumentation (Couso & Simarro, 2020; Wendell et al., 2017). | |
Development of an understanding of engineering | Conceptions of engineering and engineers (CEE) | Students should learn about the profession of engineering, types of engineering, and pathways to becoming an engineer. |
Engineering Tools (ETools) | Engineers use specific tools, processes, and techniques in their work. | |
Professional skills used by engineers | Issues, solutions, and impacts (ISI) | Awareness of current real-world problems, both locally and globally. |
Ethics | Engineering ethics addresses the moral issues and decisions that confront engineers (Martin & Schinzinger, 1989). | |
Teamwork (Team) | Successful engineers need more than strong technical capabilities; they also need skills in communication and the ability to work effectively within a team (Shuman et al., 2005). | |
Communication related to engineering (Comm-Engr) |