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<p>Developing students’ capacity to deliberate and solve complex, real-world problems is a key goal of integrated science, technology, engineering, and mathematics (STEM) education. Yet, school teachers often need more explicit guidance on how instructional design principles function during classroom enactment to support students in collaboratively justifying and improving their solutions by integrating evidence, disciplinary reasoning, and systematic approaches. This paper introduces the Productive Transdisciplinary Engagement (PTE) framework, which adapts four design principles—problematising, resources, agency, and accountability—to guide integrated STEM learning. The framework specifies three interrelated student outcomes: collaborative cognitive engagement, transdisciplinary engagement, and productivity, which together constitute productive transdisciplinary engagement. We developed a conjecture map linking the four design principles to the three student outcomes through seven design conjectures. To examine the framework, we analysed data from 20 integrated STEM lessons enacted in primary and lower secondary classrooms in Singapore. Data sources included systematic lesson observations of classroom instruction enacted by teachers, without researcher involvement, during lesson enactment. These lessons were coded using an observation tool aligned with the PTE framework. This tool comprises 15 items, each rated on a 4-point scale. Spearman’s rho correlation analyses were conducted to examine associations between design principles and student outcomes, providing preliminary support for four of the seven design conjectures and revealing one unexpected correlation, highlighting in particular the role of problematising and students’ epistemic agency in fostering productive transdisciplinary engagement. Qualitative analysis of an integrated STEM activity further illustrated how enactments of the design principles shaped students’ productive transdisciplinary engagement. The PTE framework and conjecture map provide a coherent, empirically informed, and theory-driven approach for designing and analysing school-based integrated STEM learning experiences. By clarifying how specific design principles interact to support collaborative deliberation, the framework offers guidance for teachers seeking to foster deeper student engagement in real-world problem-solving.</p>

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Productive Transdisciplinary Engagement: A Framework for Integrated STEM Learning Design

  • 期刊论文

  • 发表日期：

    2026年4月9日

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  • Yann Shiou Ong,
  • Jaime Koh,
  • Aik-Ling Tan,
  • Yong Sim Ng

摘要

Developing students’ capacity to deliberate and solve complex, real-world problems is a key goal of integrated science, technology, engineering, and mathematics (STEM) education. Yet, school teachers often need more explicit guidance on how instructional design principles function during classroom enactment to support students in collaboratively justifying and improving their solutions by integrating evidence, disciplinary reasoning, and systematic approaches. This paper introduces the Productive Transdisciplinary Engagement (PTE) framework, which adapts four design principles—problematising, resources, agency, and accountability—to guide integrated STEM learning. The framework specifies three interrelated student outcomes: collaborative cognitive engagement, transdisciplinary engagement, and productivity, which together constitute productive transdisciplinary engagement. We developed a conjecture map linking the four design principles to the three student outcomes through seven design conjectures. To examine the framework, we analysed data from 20 integrated STEM lessons enacted in primary and lower secondary classrooms in Singapore. Data sources included systematic lesson observations of classroom instruction enacted by teachers, without researcher involvement, during lesson enactment. These lessons were coded using an observation tool aligned with the PTE framework. This tool comprises 15 items, each rated on a 4-point scale. Spearman’s rho correlation analyses were conducted to examine associations between design principles and student outcomes, providing preliminary support for four of the seven design conjectures and revealing one unexpected correlation, highlighting in particular the role of problematising and students’ epistemic agency in fostering productive transdisciplinary engagement. Qualitative analysis of an integrated STEM activity further illustrated how enactments of the design principles shaped students’ productive transdisciplinary engagement. The PTE framework and conjecture map provide a coherent, empirically informed, and theory-driven approach for designing and analysing school-based integrated STEM learning experiences. By clarifying how specific design principles interact to support collaborative deliberation, the framework offers guidance for teachers seeking to foster deeper student engagement in real-world problem-solving.