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Nordlöf, C., Norström, P., Schönborn, K. J. & Hallström, J. (2025). Easier Said than Done: STEM Subject Integration Through Engineering Design in Swedish Upper Secondary School. Canadian Journal of Science, Mathematics and Technology Education
Open this publication in new window or tab >>Easier Said than Done: STEM Subject Integration Through Engineering Design in Swedish Upper Secondary School
2025 (English)In: Canadian Journal of Science, Mathematics and Technology Education, ISSN 1492-6156, E-ISSN 1942-4051Article in journal (Refereed) Epub ahead of print
Abstract [en]

Engineering design projects can enhance authenticity, increase relevance, and integrateSTEM subjects without compromising their individual integrity. Nevertheless, the literature also warns that few STEM subject integration projects acknowledge students’ contexts and everyday problems. This study explores how teachers prepare for STEM subject integration in an engineering design project in a Swedish upper secondary school Technology programme and examines the process and outcomes of project implementation from both teachers’ and students’ viewpoints. The design project induces students’ solutions for bettering their everyday physical school context regarding well-being, feasibility, and sustainability. Collection of data employed participatory observations, and interviews with teachers and students. Results are presented as four themes: (1) integration and collaboration can be encouraged through project organization; (2) the engineering design process is the centrepiece of the integrated project; (3) models and modelling are primarily used for communication of design ideas; and (4) integration of STEM content and methods seldomly draws on more than two disciplines. Findings show that utilizing the school’s technology profle provides an accessible pathway to promote integrated STEM. However, although several teachers demonstrate enthusiasm for the real-world relevance of design projects, integration remains challenging. Since the project was mostly viewed as being technology and engineering-based, science and mathematics were present to a lesser degree, which made integration of all STEM subjects demanding. Nevertheless, the project could be seen as responding to an “extended STEM problem” in that components from health sciences were also incorporated.

Abstract [fr]

Les projets de conception technique peuvent renforcer l’authenticité, accroître la pertinence et intégrer les matières STIM sans compromettre leur intégrité individuelle. Néanmoins, la documentation existante met également en garde contre le fait que peu de projets d’intégration des matières STIM tiennent compte des contextes et des problèmes quotidiens des élèves. Cette étude s’intéresse à la manière dont les enseignants se préparent à l’intégration des matières STIM dans un projet de conception technique d’un programme de technologie applicable à la deuxième partie du secondaire dans une école suédoise et examine le processus et les résultats de la mise en œuvre du projet, du point de vue des enseignants et des élèves. Le projet de conception incite les élèves à trouver des solutions pour améliorer au quotidien le contexte physique de l’école en ce qui a trait aux enjeux de bien-être, de faisabilité et de durabilité. La collecte des données a fait appel à des observations participatives et à des entrevues avec des enseignants et des étudiants. On présente les résultats sous la forme de quatre thèmes: (1) on peut encourager l’intégration et la collaboration par l’aspect de l’organisation du projet; (2) le processus de conception technique est la pièce maîtresse du projet intégré; (3) les modèles et la modélisation sont principalement utilisés pour communiquer les idées de conception; et (4) l’intégration du contenu et des méthodes des STIM fait rarement appel à plus de deux matières. Les résultats indiquent que l’utilisation du profl technologique de l’école constitue une voie accessible pour promouvoir l’intégration des STIM. Cependant, bien que plusieurs enseignants fassent preuve d’enthousiasme en ce qui concerne la pertinence dans le monde réel des projets de conception, l’intégration reste difcile. Étant donné que le projet était principalement perçu comme fondé sur la technologie et l’ingénierie, les sciences et les mathématiques étaient moins présentes, ce qui a rendu l’intégration de toutes les matières STIM laborieuse. Néanmoins, le projet peut être vu comme une réponse à un « problème STIM étendu» dans la mesure où on a également incorporé des éléments des sciences de la santé.

Place, publisher, year, edition, pages
Springer Nature, 2025
Keywords
Technology education, Engineering design project, Integrated STEM education, Upper secondary school
National Category
Didactics
Research subject
Technology and Learning
Identifiers
urn:nbn:se:kth:diva-361028 (URN)10.1007/s42330-025-00348-2 (DOI)2-s2.0-86000718171 (Scopus ID)
Funder
Swedish Research Council, 2020-03441Linköpings universitet
Note

QC 20250311

Available from: 2025-03-11 Created: 2025-03-11 Last updated: 2025-05-27Bibliographically approved
Hallström, J., Norström, P. & Schönborn, K. (2024). Experts’ Views on the Role of the ‘T’ and ‘E’ in Integrated STEM Education and Implications for Out-of-Field Teaching. In: Wendy Fox-Turnbull, P. John Williams (Ed.), Locating Technology Education in STEM Teaching and Learning: What Does the 'T' Mean in STEM? (pp. 237-248). Singapore: Springer Nature
Open this publication in new window or tab >>Experts’ Views on the Role of the ‘T’ and ‘E’ in Integrated STEM Education and Implications for Out-of-Field Teaching
2024 (English)In: Locating Technology Education in STEM Teaching and Learning: What Does the 'T' Mean in STEM? / [ed] Wendy Fox-Turnbull, P. John Williams, Singapore: Springer Nature , 2024, p. 237-248Chapter in book (Refereed)
Abstract [en]

The STEM acronym permeates educational research and practice. While the potential pedagogical merits of STEM as an opportunity to integrate knowledge from the contributing disciplines and achieve a holistic understanding are well-documented, little is known about how out-of-field teachers contend with contributing to such a vision in practice. With an intended audience of STEM teacher practitioners in mind, this chapter focuses on international expert views of technology (T) and engineering (E) in out-of-field teaching of integrated STEM. The presented views were solicited from experienced international researchers, education practitioners, and professionals in science, technology, engineering, and mathematics. Experts’ views emerged as five overarching themes that primarily identified: the importance of maintaining subject integrity, the implicit nature of technology and engineering in teaching activities, the centrality of engineering design processes, the necessity of collaboration and cooperation, and the need for specialised teacher competence. The emergent views have practical implications regarding engineering design and design-based teaching for informing curriculum design, teacher education programmes, as well as STEM textbooks and resource composition. The chapter closes by illuminating the question as to whether integrated STEM remains a sought epistemological position or only a method to teach STEM subjects, a dilemma whereupon our future work with STEM experts shall continue to explore.

Place, publisher, year, edition, pages
Singapore: Springer Nature, 2024
Series
Contemporary Issues in Technology Education, ISSN 2510-0327, E-ISSN 2510-0335
National Category
Didactics
Research subject
Technology and Learning; Education and Communication in the Technological Sciences
Identifiers
urn:nbn:se:kth:diva-346715 (URN)10.1007/978-981-97-1995-2_15 (DOI)
Funder
Swedish Research Council, 2020-03441
Note

QC 20240524

Part of ISBN 978-981-97-1994-5, 978-981-97-1997-6

Available from: 2024-05-23 Created: 2024-05-23 Last updated: 2024-10-11Bibliographically approved
Diaz, P., Hrastinski, S. & Norström, P. (2024). How teacher educators use response systems – an interview study. Interactive Learning Environments, 32(7), 3652-3664
Open this publication in new window or tab >>How teacher educators use response systems – an interview study
2024 (English)In: Interactive Learning Environments, ISSN 1049-4820, E-ISSN 1744-5191, Vol. 32, no 7, p. 3652-3664Article in journal (Refereed) Published
Abstract [en]

Teacher educators’ distinct and dual task of educating future teachers includes using digital tools to support students’ ongoing learning while exemplifying appropriate teaching strategies where the use of digital tools, such as response systems (RSs), are commonly occurring. RSs have been used in higher education for a long time, and many studies discuss how larger student groups answering multiple-choice questions during lectures contribute to student participation and learning. However, there is limited research on RSs, particularly related to teacher education. Therefore, this interview study aims to explore for what purposes teacher educators use RSs in teaching and what advantages and limitations they experience. In the thematic analysis, we found that the teacher educators used RSs to teach simultaneously as they were role models on how to use digital tools for learning. They used anonymous open-text answers more than multiple-choice questions to support student participation, immediately assess, and provide feedback in both larger and smaller groups. The complexity of time management connected to the use of RSs was highlighted. RSs were also used to initiate discussions with the teacher students about the purposes, advantages, and limitations of using digital tools for learning. 

Place, publisher, year, edition, pages
Informa UK Limited, 2024
Keywords
teacher education, response systems, student participation
National Category
Educational Sciences
Identifiers
urn:nbn:se:kth:diva-324846 (URN)10.1080/10494820.2023.2187423 (DOI)000949152700001 ()2-s2.0-85150056384 (Scopus ID)
Funder
Swedish Research Council
Note

QC 20230403

Available from: 2023-03-30 Created: 2023-03-30 Last updated: 2025-03-27Bibliographically approved
Diaz, P., Hrastinski, S. & Norström, P. (2024). How teacher students used digital response systems during student teaching. Education and Information Technologies: Official Journal of the IFIP technical committee on Education
Open this publication in new window or tab >>How teacher students used digital response systems during student teaching
2024 (English)In: Education and Information Technologies: Official Journal of the IFIP technical committee on Education, ISSN 1360-2357, E-ISSN 1573-7608Article in journal (Refereed) Epub ahead of print
Abstract [en]

During teacher education programs, teacher students are expected to develop the digital competence necessary for their future roles as teachers. A vital aspect of this competence involves integrating digital tools into educational activities. Some digital tools, such as response systems, are designed and used to encourage student participation during educational activities. This study explores how teacher students use different functions in various response systems during their student teaching, practically applying what they learned in an ICT course during the teacher education program. Semi-structured interviews were thematically analyzed, with activity theory as a framework to discuss the themes. The findings reveal that while most teacher students used response systems during their student teaching, the extent and manner of use varied significantly. Frequent users reported positive experiences, integrating response systems as part of their teaching strategy, while occasional and non-users faced barriers related to theoretical grounding, relevance to the subject of English, community support, and the division of labor. These results highlight the importance of aligning digital tools with educational objectives and providing teacher students with theoretical and practical support during their training. The study contributes to the ongoing discourse on integrating digital tools in teacher education and provides insights into digital competence development within teacher education programs. 

Place, publisher, year, edition, pages
Springer Nature, 2024
Keywords
Teacher education, Student teaching, Digital competence, Digital tools, Response systems, Lärarutbildning, VFU, digital kompetens, digitala verktyg, responssystem
National Category
Educational Sciences
Research subject
Technology and Learning
Identifiers
urn:nbn:se:kth:diva-356992 (URN)10.1007/s10639-024-13165-1 (DOI)001362629600001 ()2-s2.0-85210163415 (Scopus ID)
Funder
Swedish Research Council, 2019-03607
Note

QC 20241129

Available from: 2024-11-28 Created: 2024-11-28 Last updated: 2025-02-20Bibliographically approved
Diaz, P., Hrastinski, S. & Norström, P. (2024). How using a response system in blended synchronous seminars encourages online and onsite student participation. Education and Information Technologies: Official Journal of the IFIP technical committee on Education, 29(15), 19889-19911
Open this publication in new window or tab >>How using a response system in blended synchronous seminars encourages online and onsite student participation
2024 (English)In: Education and Information Technologies: Official Journal of the IFIP technical committee on Education, ISSN 1360-2357, E-ISSN 1573-7608, Vol. 29, no 15, p. 19889-19911Article in journal (Refereed) Published
Abstract [en]

The interest in blended synchronous learning environments has increased dramati-cally since the COVID-19 pandemic. However, a key challenge is how to simulta-neously encourage online and onsite student participation. Response systems havebeen found to stimulate student participation in classroom and online education set-tings. This study investigates how online and onsite students participate in blendedsynchronous seminars where a response system is being used. The data comprisesobservations of blended synchronous seminars, students’ written reflections, andstudent interviews, all of which were thematically analyzed. It was found that usinga response system encouraged online and onsite students to participate in variousways. Although online students mostly remained quiet, they perceived to engagethrough listening and thinking, participating in the seminars by absorbing informa-tion, and interacting with the content displayed via the response system. The onsitestudents participated vocally and more spontaneously. All students participated inwritten, anonymous, and game-based modes, suggesting that there were differentand complementary ways for students to participate when using a response system,which extended beyond merely talking or chatting. Notably, most students per-ceived the response system crucial to their participation in the blended synchronousseminars. The findings underscore the importance of encouraging student participa-tion in blended synchronous learning environments, highlighting response systemsas effective tools to encourage onsite and, particularly, online student participation.

Place, publisher, year, edition, pages
Springer Nature, 2024
Keywords
Blended synchronous learning environments, Student participation, Response systems, Teacher education, Teaching strategies
National Category
Educational Sciences
Research subject
Education and Communication in the Technological Sciences
Identifiers
urn:nbn:se:kth:diva-345087 (URN)10.1007/s10639-024-12665-4 (DOI)001196815000001 ()2-s2.0-85189877105 (Scopus ID)
Funder
KTH Royal Institute of Technology
Note

QC 20240408

Available from: 2024-04-06 Created: 2024-04-06 Last updated: 2025-02-18Bibliographically approved
Norström, P., Nordlöf, C., Schönborn, K. J. & Hallström, J. (2024). Increasing Authenticity in Pre-College Software Engineering Education through Role-Play. In: 2024 ASEE Annual Conference & Exposition: . Paper presented at 2024 ASEE Annual Conference & Exposition. Washington D.C.: The American Society for Engineering Education, Article ID 47612.
Open this publication in new window or tab >>Increasing Authenticity in Pre-College Software Engineering Education through Role-Play
2024 (English)In: 2024 ASEE Annual Conference & Exposition, Washington D.C.: The American Society for Engineering Education, 2024, article id 47612Conference paper, Published paper (Refereed)
Abstract [en]

Contemporary secondary technology education often does not mirror engineering practice. Whilethere is much rhetoric on the need for promoting active, authentic, and real-world professionalexperiences in upper secondary school, most technology education teaching remains traditional,and teacher centered. This study investigates the affordances for authenticity of role-play-basedproject work in a Swedish upper secondary software engineering course. The project requiredstudents (aged 17–18) to assume the role of software engineer employees at a web-designbusiness with the task of creating a website for a gaming company, where the course instructorassumed the role of the web business owner. The six-week project included the formulation of adesign plan, back-end programming, developing and refining the design and layout, adjustingcontent for accessibility, and publication of the web site. Inductive analysis of observations fromthe unfolding role-play in five student groups (total 22 students), and interviews with fourstudents and the teacher exposed salient themes related to authenticity of the role-play-basedproject exposed within teacher-student interactions and student intragroup interactions. Teacherstudent interactions revealed that the teacher exhibited various roles in the project, initially actingas a customer but also the responsibilities of a boss and a teacher-mentor. In the latter instance,students perceived the project as more school-oriented than authentic, expressing a preference foran external customer, and at the same time, the teacher tried to align the task with the project’scurriculum requirements. Student intragroup interactions showed that despite highly varied roles,students felt that their assigned roles enhanced the authenticity of their experience, although theywere unaware of what a real scenario might entail. Successful students emphasized theimportance of structured work and clear responsibilities to meet the project goal. The findingsshow that while role-playing is not necessarily always equivalent to reality, it was viewed as afulfilling and situated learning experience that simulated a real-world scenario, but which reliedon mutual confidence and responsibility between the role-players. Future work will combine thefindings with existing frameworks of authenticity to inform the development of role-playscenarios in upper secondary engineering education. 

Place, publisher, year, edition, pages
Washington D.C.: The American Society for Engineering Education, 2024
Series
ASEE Annual Conference & Exposition, ISSN 2153-5965
Keywords
authenticity, role-play, engineering education, software development, secondary school
National Category
Didactics
Research subject
Technology and Learning; Education and Communication in the Technological Sciences
Identifiers
urn:nbn:se:kth:diva-351183 (URN)
Conference
2024 ASEE Annual Conference & Exposition
Projects
Ämnesintegrering för verklighetsbaserad undervisning. Modeller och modellering som grund för en autentisk STEM-undervisning i Sverige
Funder
Swedish Research Council, 2020-03441
Note

QC 20240815

Available from: 2024-08-02 Created: 2024-08-02 Last updated: 2024-08-15Bibliographically approved
Norström, P., Nordlöf, C., Schönborn, K. J. & Hallström, J. (2024). Increasing Authenticity in Pre-College Software Engineering Education through Role-Play. In: 2024 ASEE Annual Conference and Exposition: . Paper presented at 2024 ASEE Annual Conference and Exposition, Portland, United States of America, Jun 23 2024 - Jun 26 2024. American Society for Engineering Education
Open this publication in new window or tab >>Increasing Authenticity in Pre-College Software Engineering Education through Role-Play
2024 (English)In: 2024 ASEE Annual Conference and Exposition, American Society for Engineering Education , 2024Conference paper, Published paper (Refereed)
Abstract [en]

Contemporary secondary technology education often does not mirror engineering practice. While there is much rhetoric on the need for promoting active, authentic, and real-world professional experiences in upper secondary school, most technology education teaching remains traditional, and teacher centered. This study investigates the affordances for authenticity of role-play-based project work in a Swedish upper secondary software engineering course. The project required students (aged 17-18) to assume the role of software engineer employees at a web-design business with the task of creating a website for a gaming company, where the course instructor assumed the role of the web business owner. The six-week project included the formulation of a design plan, back-end programming, developing and refining the design and layout, adjusting content for accessibility, and publication of the web site. Inductive analysis of observations from the unfolding role-play in five student groups (total 22 students), and interviews with four students and the teacher exposed salient themes related to authenticity of the role-play-based project exposed within teacher-student interactions and student intragroup interactions. Teacher-student interactions revealed that the teacher exhibited various roles in the project, initially acting as a customer but also the responsibilities of a boss and a teacher-mentor. In the latter instance, students perceived the project as more school-oriented than authentic, expressing a preference for an external customer, and at the same time, the teacher tried to align the task with the project's curriculum requirements. Student intragroup interactions showed that despite highly varied roles, students felt that their assigned roles enhanced the authenticity of their experience, although they were unaware of what a real scenario might entail. Successful students emphasized the importance of structured work and clear responsibilities to meet the project goal. The findings show that while role-playing is not necessarily always equivalent to reality, it was viewed as a fulfilling and situated learning experience that simulated a real-world scenario, but which relied on mutual confidence and responsibility between the role-players. Future work will combine the findings with existing frameworks of authenticity to inform the development of role-play scenarios in upper secondary engineering education.

Place, publisher, year, edition, pages
American Society for Engineering Education, 2024
Keywords
authenticity, engineering education, role-play, secondary school, software development
National Category
Didactics
Identifiers
urn:nbn:se:kth:diva-353573 (URN)2-s2.0-85202011885 (Scopus ID)
Conference
2024 ASEE Annual Conference and Exposition, Portland, United States of America, Jun 23 2024 - Jun 26 2024
Note

QC 20240924

Available from: 2024-09-19 Created: 2024-09-19 Last updated: 2024-09-24Bibliographically approved
Norström, P. (2024). Modeller och modellering i teknik och teknikundervsining (1ed.). In: Andreas Larsson, Charlotta Nordlöf, Jonte Bernhard, Jonas Hallström (Ed.), Från teori till teknikundervisning: (pp. 79-91). Norrköping: Nationellt centrum för naturvetenskapernas och teknikens didaktik
Open this publication in new window or tab >>Modeller och modellering i teknik och teknikundervsining
2024 (Swedish)In: Från teori till teknikundervisning / [ed] Andreas Larsson, Charlotta Nordlöf, Jonte Bernhard, Jonas Hallström, Norrköping: Nationellt centrum för naturvetenskapernas och teknikens didaktik , 2024, 1, p. 79-91Chapter in book (Other (popular science, discussion, etc.))
Abstract [sv]

Ordet modell är ett samlingsnamn för förenklade representationer av exempelvis produkter eller tekniska principer. Vissa modeller används för att visa utseendet hos en produkt, andra för att beräkna hållfasthet eller fastställa elektriska egenskaper, åter andra för att dokumentera en konstruktionsidé eller visa hur en funktion åstadkoms. Modeller kan vara av olika slag beroende på vad de ska användas till, exempelvis fysiska föremål, matematiska formler eller blockscheman.

Tekniklärare använder modeller bland annat för att visa hur tekniska artefakter ser ut och system fungerar. Elever använder modeller för att få kännedom om tekniska lösningar, men också för att dokumentera och pröva idéer under teknikutvecklingsarbetet.

Modeller och modellering nämns i teknikämnets kurs- och ämnesplaner från lågstadiet till och med gymnasiet. På lågstadiet dominerar enkla bilder och fysiska modeller. Med åren blir modellerna mer abstrakta och mer komplexa. På gymnasiet bygger de ofta på matematiska och naturvetenskapliga kunskaper.

Place, publisher, year, edition, pages
Norrköping: Nationellt centrum för naturvetenskapernas och teknikens didaktik, 2024 Edition: 1
Series
Naturvetenskapernas och teknikens didaktik ; 9
Keywords
modell, teknikundervisning, teknikdidaktik, grundskolan, gymnasieskolan
National Category
Didactics
Research subject
Technology and Learning
Identifiers
urn:nbn:se:kth:diva-357125 (URN)10.3384/9789180758871 (DOI)
Note

Antologin "Från teori till teknikundervisning" är avsedd att användas i utbildningen av lärare i teknik på grundskolan och gymnasiet samt som uppslagsbok och inspirationsmaterial för verksamma lärare.

Part of ISBN 978-91-8075-886-4, 978-91-8075-887-1

Available from: 2024-12-04 Created: 2024-12-04 Last updated: 2025-01-17Bibliographically approved
Norström, P., Engström, S. & Fahrman, B. (2024). Timeless, socially relevant engineering knowledge and skills for future education. Design and Technology Education: An International Journal, 29(2), 110-125
Open this publication in new window or tab >>Timeless, socially relevant engineering knowledge and skills for future education
2024 (English)In: Design and Technology Education: An International Journal, ISSN 1360-1431, E-ISSN 2040-8633, Vol. 29, no 2, p. 110-125Article in journal (Refereed) Published
Abstract [en]

What pupils learn in school should ideally be useful throughout their whole lives. It should help them in further studies, in working life, and when acting as responsible citizens in democratic society. This is challenging for all subjects, including technology. Technology develops fast. It is most likely that wheels, wedges, and inclined planes will be used in the future, but it is difficult to know which programming languages, sources of energy, and materials that will be relevant a few decades from now. This article describes how these problems are handled in international curricula and standards, and by Swedish teachers, teacher students, and teacher educators. In curricula they are seldom addressed explicitly, but handled by giving deliberately vague descriptions of what students are to learn. The interviewed teachers, teacher educators, and teacher students were unused to think about future-compliant or timeless knowledge. When prompted to do so during the interviews, they found it easier to describe timeless skills than timeless factual knowledge. Prominent among their suggestions were abilities related to engineering design processes, technical problem solving strategies, fundamentals of computer programming, and engineering mechanics.

Place, publisher, year, edition, pages
London: LJMU Library Journal Hosting Service, 2024
Keywords
engineering education, future compliant knowledge, secondary school, technology education, timeless knowledge
National Category
Didactics
Research subject
Technology and Learning
Identifiers
urn:nbn:se:kth:diva-354839 (URN)
Note

QC 20241015

Available from: 2024-10-14 Created: 2024-10-14 Last updated: 2024-10-15Bibliographically approved
Hallström, J., Norström, P. & Schönborn, K. J. (2023). Authentic STEM education through modelling: An international Delphi study. International Journal of STEM education, 10(1), Article ID 62.
Open this publication in new window or tab >>Authentic STEM education through modelling: An international Delphi study
2023 (English)In: International Journal of STEM education, E-ISSN 2196-7822, Vol. 10, no 1, article id 62Article in journal (Refereed) Published
Abstract [en]

The literature asserts that science, technology, engineering, and mathematics (STEM) education needs to be authentic. Although models and modelling provide a basis from which to increase authenticity by bridging the STEM disciplines, the idea of authentic STEM education remains challenging to define. In response, the aim of this study is to identify consensus on significant elements of authentic STEM education through models and modelling. Views were gathered anonymously over three rounds of questions with an expert panel. Responses were subjected to a multimethod analysis that pursued identification, consensus, and stability in the panel’s revealed propositions and themes around authentic STEM education through modelling.

The panel reached high consensus concerning the potential of STEM education to support learning across traditional subject borders through authentic problem solving. The panel also consented that modelling is indispensable for achieving real-world relevance in STEM education, and that model-based integrated STEM education approaches provide opportunities for authentic problem solving. Furthermore, results showed that integrating individual STEM subjects during teaching, in terms of including disciplinary knowledge and skills, requires specialised competence. Here, technology and engineering subjects tended to implicitly underpin communicated teaching activities aimed at STEM integration.

The panellists stress that STEM disciplines should be taught collaboratively at the same time as they are not in favour of STEM as a subject of its own but rather as a cooperation that maintains the integrity of each individual subject. Many respondents mentioned integrated STEM projects that included modelling and engineering design, although they were not specifically labelled as engineering projects. Thus, real-world STEM education scenarios are often viewed as being primarily technology and engineering based. The panel responses also implicate a need for multiple definitions of authenticity for different educational levels because a great deal of uncertainty surrounding authenticity seems to originate from the concept implying different meanings for different STEM audiences. These international Delphi findings can potentially inform integrated STEM classroom interventions, teacher education development, educational resource and curriculum design.

Place, publisher, year, edition, pages
Springer Nature, 2023
Keywords
Authentic STEM education, Delphi method, Models, Modelling
National Category
Didactics Other Engineering and Technologies Other Natural Sciences
Research subject
Technology and Learning
Identifiers
urn:nbn:se:kth:diva-338826 (URN)10.1186/s40594-023-00453-4 (DOI)001087887100001 ()2-s2.0-85175066064 (Scopus ID)
Funder
Swedish Research Council, 2020-03441Linköpings universitet
Note

QC 20231030

Available from: 2023-10-27 Created: 2023-10-27 Last updated: 2025-02-10Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0002-7778-2552

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