For these reasons, integrative STEM education, which promotes learning through connections among science, mathematics, technology education, and other general education subjects, is wholly consistent with the ideology of the profession. It follows that the infusion of engineering design into technology education through problem-solving activities that culminate into projects, offers students opportunities to develop critical thinking skills, technical, and STEM literacy knowledge, and helps them to learn innovative practices. But integrated learning environments will be very different, the risks and demands will be considerable" (p. Noted a unique opportunity for the field through curriculum integration he posited that "if the technology education profession is successful with an integration agenda, we could well find ourselves at the core of education in the 21st century.
Through the combination of these technologies, students follow the same procedures used by engineering teams in solving real-world problems as they develop products, processes, or systems that support human enterprises and institutions ( Such systems may include mechanical, structural, fluid, electrical, electronics, optical, thermal, biological, and materials technologies. These experiences require that students identify probable solutions to problems designed in a context, as they experiment with simulated resources that mirror everyday technological systems. Posited that in the absence of an extant high school subject area to develop proficiency in engineering design, technology education courses naturally offered a continuum of experiences that emphasized engineering design principles. In the field now called engineering and technology, the educational message has been "technological literacy for all," clearly advocating a general educational philosophy. They also need to better articulate their intentions about why and how a particular integrated STEM experience will lead to particular outcomes and how those outcomes should be measured. Posited that designers of integrated STEM education initiatives must be explicit about the goals they aim to achieve and design the integrated STEM experience purposefully to achieve these goals. The teaching of STEM integration should not only focus on content knowledge but also should include problem-solving skills and inquiry-based instruction ( It has been perceived that STEM disciplines offer a rich amalgamation of experiences that provide contextual cross-cutting concepts embedded in technological problem- based activities that can be realized through engineering design. Ideas behind integration of interdisciplinary courses are intersected beyond a given goal, emphasizing connections between subject areas and focusing on interdisciplinary content and skills, rather than subject-based content and skills ( Integrated STEM has been seen as a vehicle to meet this objective. Our ever-changing, increasingly global society has brought forth challenges that are interdisciplinary, and many require the integration of multiple disciplines, specifically STEM concepts to solve them ( Keywords: STEM, STEM integration, congruence principle, Bloom's taxonomy, engineering design, assessment To this end, this article presents a thought process by which the engineering and technology, science, and math teachers may reflect upon when preparing an integrated STEM course utilizing an engineering design process and the congruence principle of Bloom's taxonomy. According to the principle of congruence in instructional design, in any situation, learning goals, anticipated outcomes, instructional strategies, and assessment methods should be carefully matched when designing a learning episode.
However, in today's learning environments, learning outcomes that teachers anticipate from their students and instruction are tied to educational standards. The concepts of interdisciplinary integration are interconnected beyond a theme, such that they cut across subject areas and focus on interdisciplinary content and skills, rather than subject-based content and skill (
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