From: Understanding coherence and integration in integrated STEM curriculum
 | Conceptual integration | Contextual integration | Curricular coherence |
---|---|---|---|
Coherent science unit with loosely connected EDC | Science and mathematics concepts are rarely needed for design decisions | • Bookended the unit - introduced in the first lesson and returned for a culminating activity. • Science content sometimes used to provide context about EDC. | • Disciplinary coherence across science lessons. • Disconnect between science and engineering lessons. |
Engineering design-focused unit with limited connections to science content | Science and mathematics concepts sometimes needed for design decisions. | • Always present when conceptual integration is present. • Weakly present through verbal reminders about the client’s needs when conceptual integration is lacking. • Science content sometimes used to provide context about EDC. | • Overall coherence provided by EDC storyline (through client) and EDP. • Science lessons are often disruptive to curricular coherence |
Engineering design unit with science content as context | Science concepts are never needed for design decisions | Science provided context for understanding the real-world problem addressed by the EDC. | • Overall coherence provided by EDC storyline (through client) and EDP. • Science lessons are often disruptive to curricular coherence |
Integrated and coherent STEM unit | • Frequent, strong connections between science and mathematics concepts and the EDC. • Science and mathematics concepts are necessary for making design decisions. | Occurred throughout the unit with explicit connections to the client and the EDC to motivate learning of science and mathematics concepts | • Overall coherence provided by EDC storyline (through client) and EDP. • Science lessons are occasionally disruptive to curricular coherence |