Table 2 Coding themes and rules
Code | Theme | Rules |
|---|---|---|
IntDis | Interdisciplinary, cross-disciplinary, integrated curriculum | STEM-focused curriculum across two or more subjects or integration of technology and engineering into math and science core concepts; formal and informal extensions and connections to include writing, reading, social studies, etc. |
InstPrac | Instructional practices necessary for developing and implementing STEM education learning experiences | About teachers’ planning, decision-making, in-the-moment actions, and reflections upon teaching and learning; what teachers do to engage students in learning: active participation, classroom discourse, voice and choice, student-centered instruction. Teachers’ awareness of the demand for more reform-informed or ambitious instructional practices. |
Tech | Increased use of technology in the context of PBL or EDC | Including and beyond information and communication technology use. Do not code if the technology is just listed as part of STEM. |
Stan | Standards and the disciplinary content and practices of math, science, engineering, other | References to NGSS, CCSSM, and CTE standards. May include concepts, practices, core content, set curriculum, scope, and sequence. |
21CS | Twenty-first century skills | Opportunities for students to develop and practice skills and dispositions such as problem solving, collaboration, critical thinking, communication of ideas and results, creativity and innovation, and perseverance. |
Prtnr | Professional partnerships | Connecting students with STEM professionals, into and outside of the classroom; building connections to careers and internships. Not about teacher collaboration. |
Equ | Equity in opportunities to be successful in STEM learning | Access and opportunities to all the above for all students; thinking about who the child is, taking each student’s needs and strengths into account; recognizing the individuality of each student; seeing the particularities of a STEM education approach (teaching, learning, curriculum) as providing access for each student to participate, contribute, and grow. |
RWPS | Real-world problem solving with integrated curricular themes | Authentic learning experiences and curricular connections between in-school tasks and out-of-school contexts. Curricular themes contextualized in real-world problems, issues, and needs. |
StLE | Students’ learning experiences especially related to project- or problem-based learning (PBL) or engineering design challenges (EDC) | Attributes of students’ learning experiences; content or problem is meaningful to kids; sustained inquiry; authentic application of disciplinary practices and knowledge; rigorous content; use of technology; student-generated artifacts; presentations to the authentic audience; engineering design cycle, especially including empathy, research, failure, and redesign. |
Val | Value of STEM | Developing STEM literate citizens, STEM literacy, global citizenship, and economic power. |
TchNd | Teacher needs | Deep content knowledge in at least one of the STEM fields, pedagogical content knowledge, time for collaborative research and planning, and curricular knowledge. |
ChPrb | Challenges and problems with STEM education | Lack of common understanding; lack of instructional resources; privileging math and science over humanities; politicization; attributes (above) out of alignment with school structures and instructional practices. |