The Process of Designing Integrated STEM Learning Materials: Case Study towards an Evidence-based Model

Abstract

This study models the process of designing learning materials for integrated STEM (iSTEM) in secondary education, as gone through by four multidisciplinary teams of STEM teachers in Flanders (Belgium). In order to identify the crucial, counterproductive, and missing activities in the observed design processes, the learning materials developed by each team were assessed with respect to the key principles of iSTEM education. Crucial activities in the observed design processes appeared to be the formation of a multidisciplinary design team, a brainstorm on themes, the identification and linking of STEM contents, and the exploration of a feasible, engaging student challenge with interrelated subproblems. The observed processes lacked a specification of the targeted learning goals and the inclusion of research-based instructional strategies aiming at these goals. The evidence-based model of the iSTEM design process resulting from this study can fuel teacher training programs and empower pre-and in-service teachers to create high-quality integrated STEM education.