Defining and Situating STEM Disciplines

STEM education is critical to and supportive of many education reforms being undertaken today, from adoption of international standards to better teacher preparation, to enhanced coordination across the entire K–12 education system. There is general consensus that one of the places to address the underrepresentation of STEM in our education system, combined with a ‘negative image’, resides in engaging curious young minds in the early grades, specifically at the elementary level. Moreover, there is dire need to address equitable practices specifically relating to gender and diversity in STEM education. Despite the arguments launched by advocates and critics alike, what is abundantly clear is that we need to rethink the way we educate students in STEM and non-STEM fields. Under consideration is an all-inclusive approach, including reforming education systems to include capacity building in STEM and basic digital and fundamental skills. Understanding the nature of science, the nature of technology, the nature of engineering, and the nature of mathematics is warranted, given that disciplinary domains are informed by epistemological, conceptual, and philosophical underpinnings that apprise the enactment of teaching and learning. Several researchers have proposed theoretical and conceptual frameworks for integrated STEM learning. Supporting teachers of integrated STEM ensures effective teaching and assessment, and inclusive and rich learning environments, thereby improving the learning outcomes of students. Identifying effective strategies to ensure continuity and supports needed for smooth transitions from elementary science to specialized high school science courses and subsequently post-secondary pathways is the key goal of meeting the workforce demands for STEM careers.