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Education Sciences
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STEM Synergy: Advancing Integrated Approaches in Education
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STEM Synergy: Advancing Integrated Approaches in Education

A special issue of Education Sciences (ISSN 2227-7102). This special issue belongs to the section "STEM Education".

Deadline for manuscript submissions: 30 September 2025 | Viewed by 4275

Special Issue Editors

Dr. Hui-Hui Wang

E-Mail Website
Guest Editor
Agricultural Sciences Education and Communication, Purdue University, West Lafayette, IN 47907, USA
Interests: STEM integration through agriculture, food, and natural resources; interdisciplinary collaboration; integrated STEM teaching and learning
Dr. Kristina M. Tank

E-Mail Website
Guest Editor
School of Education, Iowa State University, Ames, IA 50011, USA
Interests: integrated STEM teaching and learning; supports for in-service and preservice elementary teachers in STEM; engineering design-based STEM integration; STEM and literacy; STEM and computational thinking

Special Issue Information

Dear Colleagues,

In the past two decades, STEM integration has attracted considerable attention in educational research, and it is interpreted in various ways. Not only there is no one way to define STEM integration, but there are also different theoretical and conceptual models for implementing integrated STEM approaches. Although STEM integration portrays divergent models to be dependent on how researchers and practitioners interpret it, one common theme across these models is the idea that the integration of the disciplines of STEM is beneficial to motivate STEM learning, increase STEM knowledge gain, encourage the development of 21st -century skills, and signify interdisciplinary collaboration. This Special Issue will advance our knowledge of the best ways to implement an integrated approach in STEM education for enabling synergy that combines the power of STEM disciplines with a strong and effective impact. We are also interested in exploring integrated approaches that utilize disciplines outside of STEM, such as art and agriculture, to broaden our understanding of how researchers and practitioners structure integration and synergies within STEM. The theme of this Special Issue includes theoretically/conceptually framed model development, STEM teaching and student learning, teacher education, evaluation and assessment, curriculum and instructional design, and interdisciplinary collaboration.

Dr. Hui-Hui Wang
Dr. Kristina M. Tank
Guest Editors

Manuscript Submission Information 

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles and review articles are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website. The deadline for abstract submissions is 15 January 2025.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1800 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • STEM integration
  • interdisciplinary collaboration
  • integrated teaching and learning
  • STEM teacher education
  • integrated STEM assessment

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Published Papers (5 papers)

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Research

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33 pages, 2413 KiB  
Article
Synergizing STEM and ELA: Exploring How Small-Group Interactions Shape Design Decisions in an Engineering Design-Based Unit
by Deana M. Lucas, Emily M. Haluschak, Christine H. McDonnell, Siddika Selcen Guzey, Greg J. Strimel, Morgan M. Hynes and Tamara J. Moore
Educ. Sci. 2025, 15(6), 716; https://doi.org/10.3390/educsci15060716 - 7 Jun 2025
Viewed by 508
Abstract
While small group learning through engineering design activities has been shown to enhance student achievement, motivation, and problem-solving skills, much of the existing research in this area focuses on undergraduate engineering education. Therefore, this study examines how small-group interactions influence design decisions within [...] Read more.
While small group learning through engineering design activities has been shown to enhance student achievement, motivation, and problem-solving skills, much of the existing research in this area focuses on undergraduate engineering education. Therefore, this study examines how small-group interactions influence design decisions within a sixth-grade engineering design-based English Language Arts unit for multilingual learners. Multilingual Learners make up 21% of the U.S. school-aged population and benefit from early STEM opportunities that shape future educational and career trajectories. Grounded in constructivist learning theories, the research explores collaborative learning in the engineering design process, using a comparative case study design. Specifically, this study explores student interactions and group dynamics in two small groups (Group A and Group B) engaged in a board game design challenge incorporating microelectronics. Video recordings serve as the primary data source, allowing for an in-depth analysis of verbal and nonverbal interactions. The study employed the Social Interdependence Theory to examine how group members collaborate, negotiate roles, and make design decisions. Themes such as positive interdependence, group accountability, promotive interaction, and individual responsibility are used to assess how cooperation influences final design choices. Three key themes emerged: Roles and Dynamics, Conflict, and Teacher Intervention. Group A and Group B exhibited distinct collaboration patterns, with Group A demonstrating stronger leadership dynamics that shaped decision-making, while Group B encountered challenges related to engagement and resource control. The results demonstrate the importance of small-group interactions in shaping design decisions and emphasize the role of group dynamics and teacher intervention in supporting multilingual learners’ engagement and success in integrated STEM curriculum. Full article
(This article belongs to the Special Issue STEM Synergy: Advancing Integrated Approaches in Education)
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30 pages, 3347 KiB  
Article
From Context to Connection: Client Letters in STEM Integration Curricula
by Christine H. McDonnell, Imani N. Adams, Morgan M. Hynes, S. Selcen Guzey, Mary K. Pilotte, Greg J. Strimel, Kristina M. Tank and Tamara J. Moore
Educ. Sci. 2025, 15(6), 696; https://doi.org/10.3390/educsci15060696 - 4 Jun 2025
Viewed by 395
Abstract
Real-world contexts play a crucial role in engaging students and promoting disciplinary synergy in integrated STEM education. One underexplored pedagogical tool for supporting such integration is the “client letter”—a narrative device used to frame engineering design challenges around authentic, real-world problems. This study [...] Read more.
Real-world contexts play a crucial role in engaging students and promoting disciplinary synergy in integrated STEM education. One underexplored pedagogical tool for supporting such integration is the “client letter”—a narrative device used to frame engineering design challenges around authentic, real-world problems. This study investigates the role of client letters in synergizing knowledge within immersive engineering design-based STEM integration curricula. We conducted a qualitative document analysis of 107 client letters embedded in 18 freely available K-12 STEM integration curricular units. Using a theoretical framework that aligns immersive education principles with the STEM Integration Framework, we analyzed how these letters support curricular progression, knowledge building, and student engagement. Findings show that client letters structure and scaffold learning through messaging themes that align with the engineering design process (e.g., problem framing, scoping, and design detailing) and support immersive learning through narrative features such as motivation triggers, dramatic structure, and involvement of the self. Based on these findings, we present the Conceptual Framework for Client Letter Development, which categorizes the instructional and narrative functions of client letters. This framework offers practical guidance for educators and curriculum developers seeking to design immersive, integrative STEM learning experiences. Full article
(This article belongs to the Special Issue STEM Synergy: Advancing Integrated Approaches in Education)
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28 pages, 1831 KiB  
Article
Conjecture Mapping an Integrated steM Camp to Support Middle School Students’ STEM Identity and STEM Interest
by Queshonda J. Kudaisi and Michael J. Leonas-Cabrera
Educ. Sci. 2025, 15(2), 159; https://doi.org/10.3390/educsci15020159 - 28 Jan 2025
Cited by 1 | Viewed by 1066
Abstract
This study reports on an integrated steM camp that aimed to improve middle school students’ STEM identity, interest in STEM careers, and interest in environmental issues. Conjecture mapping was used as a tool to design the camp and to investigate if, how, and [...] Read more.
This study reports on an integrated steM camp that aimed to improve middle school students’ STEM identity, interest in STEM careers, and interest in environmental issues. Conjecture mapping was used as a tool to design the camp and to investigate if, how, and why the program features influenced the mediating processes and if, how, and why the mediating processes influenced the program outcomes. This study is grounded in design-based research and uses data from observations, interviews, surveys, facilitator reflections, and a group interview to answer the research questions. The findings revealed that most of the program features facilitated the intended mediating processes, which in turn influenced the intended outcomes. We also found that participants’ interest in STEM careers, interest in environmental issues, and interest in STEM identity increased. The findings of this study and the revised conjecture map advance the field’s understanding of how to improve middle school students’ STEM-related outcomes through an integrated steM camp. The findings also speak to some of the challenges of this designed environment and provide recommendations to address those challenges. Full article
(This article belongs to the Special Issue STEM Synergy: Advancing Integrated Approaches in Education)
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Review

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17 pages, 292 KiB  
Review
Storying the FEW Nexus: A Framework for Cultivating Place-Based Integrated STEM Education in Rural Schools
by Hannah H. Scherer and Amy Price Azano
Educ. Sci. 2025, 15(6), 744; https://doi.org/10.3390/educsci15060744 - 13 Jun 2025
Viewed by 854
Abstract
When education in STEM, social science, and the humanities are disconnected from each other and from place, it is inauthentic and nonresponsive to the lived experiences of people and communities. In rural spaces, the Food–Energy–Water (FEW) Nexus, a framework for problem solving and [...] Read more.
When education in STEM, social science, and the humanities are disconnected from each other and from place, it is inauthentic and nonresponsive to the lived experiences of people and communities. In rural spaces, the Food–Energy–Water (FEW) Nexus, a framework for problem solving and decision-making around these central resources, is salient because of the concentration of FEW resource production and extraction present. Storying the FEW Nexus is an interdisciplinary pedagogical framework that is theoretically rooted in a critical pedagogy of place and socio-ecological systems. Storying the FEW Nexus brings together these two related but distinct frameworks, calling attention to the need for relevant, place-based, and rural-focused narratives within STEM instruction. Developed for K-12 learners in rural places, Storying the FEW Nexus positions STEM knowledge and skills as resources that, alongside local narratives, are vital to the sustainability and viability of communities with unique and intertwined environmental justice histories and current realities. The FEW Nexus is leveraged to support rural learners in developing sustainable solutions to local socio-ecological systems issues. In this conceptual paper, we review the literature base supporting this integrated approach, describe the framework within the context of these aims, and make suggestions for researchers and practitioners. Full article
(This article belongs to the Special Issue STEM Synergy: Advancing Integrated Approaches in Education)
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Other

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11 pages, 191 KiB  
Brief Report
Elementary Student Perspectives on STEAM Education
by Kristin L. Cook, Richard Cox, Dan Edelen and Sarah B. Bush
Educ. Sci. 2025, 15(6), 689; https://doi.org/10.3390/educsci15060689 - 2 Jun 2025
Viewed by 576
Abstract
In this research brief, we synthesize research on integrated STEAM teaching and learning from our multi-state team, comprised of scholars from elementary mathematics and science education. This work focuses on student perceptions of STEAM experiences to inform practitioners, researchers, and stakeholders in best [...] Read more.
In this research brief, we synthesize research on integrated STEAM teaching and learning from our multi-state team, comprised of scholars from elementary mathematics and science education. This work focuses on student perceptions of STEAM experiences to inform practitioners, researchers, and stakeholders in best practices. This synthesis brings forth the following contributions to STEAM education learned from elementary students’ perspectives of their STEAM learning experiences to offer new ideas about best practices in STEAM: (1) students have various access points to STEAM and connect with the personal expression and meaning-making related to the “arts” embedded in the experience; (2) empathy can be an important driver of deep engagement with their learning experiences towards a transformative outcome; and (3) STEAM learning experiences can be a space for implementing student-centered instructional practices guided by reform efforts in science and mathematics education. Next steps will be discussed to complement the burgeoning STEAM education literature base with a continued focus on all students’ perspectives about their learning experiences. We recommend longitudinal studies on the impact of STEAM; these are now possible as STEAM initiatives become more systematically rooted in schools and communities. Full article
(This article belongs to the Special Issue STEM Synergy: Advancing Integrated Approaches in Education)
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