Many educators have not yet come to the realization that STEM education is more than simply a new name for the traditional approach to teaching science and

mathematics. Nor do they understand that it is more than just the grafting of “technology” and “engineering” layers onto standard science and mathematics curricula. As

a result, there is little to no thoughtfully planned and implemented STEM curriculum in secondary schools. While many would argue this is a start to realizing STEM

education within secondary schools, it is a far cry from actually planning, writing, and implementing an innovative, trans-disciplinary STEM program. Part of the

underlying problem is the lack of a clear definition of what the implementation of STEM education should accomplish. Albeit, there have been attempts to define the

desired results (function) of STEM education, including the four recommendations outlined by the National Academy of Sciences, the National Academy of Engineering, and

the Institute of Medicine; but still little to no consensus exists. These four recommendations begin to define the function of STEM education; they do little to

describe what it should look like (form) in the classroom.

Answer the following discussion question below:

1. What should the implementation of STEM education accomplish in the classroom? What should STEM education look like in the classroom?

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