STEAM Education An Overview of Creating
STEAM Education An Overview of Creating
STEAM Education An Overview of Creating
ST∑@M Education:
an overview of creating a model of integrative education.
Disclaimer:
It has been said that ‘citation and utilization of scholarly work can be political’ (Petrina, 1998b) in
this case, please accept that it is not politics, but exposure and the limitations of time that has
warranted the inclusion and exclusion of particular authors in this work. I fully welcome receiving
additional works to consider, whether they are in-line or in opposition to the concepts explored in this
paper.
Abstract: ST∑@M is a developing educational model of how the traditional academic subjects
(silos) of science, technology, engineering, arts and mathematics can be structured into a framework by
which to plan integrative curricula. It includes reviews of the epistemologies of general and discipline
specific developments in conjunction with the individual discipline’s standards, as related to
integrative, or holistic, education. Investigating these educational relationships to one another is
currently being explored as a way to find the commons of education in relation to pedagogy and
language. Along with the development of commons is the need for the disciplines to work with one
another in a structure that is able to be adaptable to the many variations of discipline combinations that
make up different directions that people in society pursue. This paper is an introduction to concepts on
the development of such a structure.
ST∑@M is a developing educational model of how the traditional academic subjects (silos) can
be structured into a framework by which to plan integrative curricula. ST∑@M is based on STEM
education, which can be defined in two ways:
1. the more traditional way, I like to write as S-T-E-M education, as it represents the individual
‘silo’ fields of science, technology, engineering and mathematics education. Each has evolved
to formally include elements of the others within their own standards and practices (American
Association for the Advancement of Science (AAAS, 1993), International Technology
Education Association (ITEA, 2000), National Council of Teachers of Mathematics (NCTM,
1989) & National Academy of Engineering (NAE, 2004).
2. the newer trend is the concept of integrative STEM education. It includes the teaching and
learning practices when the subjects are purposefully integrated (M. Sanders, 2006; VTSOE,
2007). When planning integrative curriculum, one field may be the dominant base discipline or
all may be planned to be more equally represented (J. G. Wells, 2006).
When the argument of discipline-based vs. integrative education has been addressed, there has
been disagreement. There is no argument that there are connections between the disciplines, but there
is in what balance of content of each discipline to teach so as to not lose the uniqueness of the silos.
(Barlex & Pitt, 2000; DeBoer, 1991) Both types of cross-curricular studies can be valuable and reality
based. (Barlex & Pitt, 2000) came up with three distinctions of classification for disciplines being
Intellectual Property of G. Yakman C. 8/7/2010
STE@M Educational Model 2
taught together; Coordination, Collaboration, Integration. Coordination and Collaboration are both
discipline-based (Barlex & Pitt, 2000). It is promoted that multiple methods are needed for
comprehension of applications across the disciplines (Berger & Pollman, 1996; M. J. de Vries, 1996;
DeBoer, 1991; Dewey, 1963; Driscoll, 2005; Hickman, 1992; Loepp, 1999; Paterson, 2007; Petrina,
2007; R. C. S. Wicklein, John W. , 1995; Wiggins & McTighe, 2005). This calls for a structure where
individual disciplines can still dominate their own realms, but also where there is constructive time
where interdisciplinary studies can be addressed to promote transference of knowledge.
These trends are having a significant influence on each of the inclusive fields of science,
technology, engineering and mathematics. Leaders in education are heavily promoting the concept that
S-T-E-M and STEM programs be developed to produce more scientists, mathematicians and engineers
who are capable of leading the discoveries and developments of the future. (AACTE, 2007; Act, 2006;
Ashby, 2006; DOE, 2006; Horwedel, 2006; NAE, 2002; National Governors Association. Center for
Best, 2007; Porter, 2006; M. Sanders, 2006; Sarlemijn, 1993; Toulmin, Groome, & National
Governors' Association, 2007; Tyson, Lee, Borman, & Hanson, 2007). This trend lends itself
particularly well to influence the field of Technology Education [TE]. There has been much use of the
design loop in the field of TE. It seems now in the age of recognizing the need to include Engineering
Education to promote a new face of TE as TIDE (Technology, Idea, Design, Engineering) (ITEA,
2008) or STEM, that the design circle might be useful for the field to use to reinvent ourselves as we
did in 1985 when we moved from IA to TE. The goal seems the same as it was then, to ensure that the
field is best able to substantiate itself as the area within the structures of the scholastic world where
students learn about a rapidly changing reality. In order for that to happen, an adaptable system of
discipline relationships would need to be established. Such an adaptable system would have to be
primarily structured around the base elements of education that are true for all the disciplines.
Commonalities in the Development of Modern Education
There have been many philosophers on education since the rise of the current modern educational
structure was established. I will briefly cover the primary general educational theorists and educational
psychologists as well as the collective epistemological movements of the four disciplines of S-T-E-M
as they have matured and grown more interdisciplinary.
Socrates and Aristotle are credited with the concept that the ‘pursuit of knowledge is the highest
good’ and that this is the basis of education (Ulich, 1947). This is still used as the foundational concept
of modern research universities. The ‘New Method’ of education was officially created in the 13th
Century (Ulich, 1947). It is the basis of the modern educational structure still followed in schools
today. Its basis is the concept that schools should be democratic in nature versus the previously used
authoritarian models (Ulich, 1947). This marked a significant shift from the concept of content-focused
curricula to that of promoting a structure of life-long learning.
The first major educational philosopher (epistemologist) who made significant statements that can
give strength to the development of the STEM movement is Descartes. His concepts, introduced in the
early 17th century, included that the goal of education should be to ‘examine all things… including
falsehoods, to know their value (Descartes, 1947).’ He specifically pointed out that this was the only
way to dispel myths and misconceptions not previously challenged. Since this was the time when
science was emerging from alchemy, he made it a point to stress that ‘discovery is more important than
current logic and methods (Descartes, 1947).’ This paved the way for the acceptance of dispelling
myths, not only in findings, but in how the findings were framed, looked for, recorded and interpreted.
Comenius was a contemporary of Descartes who stated that ‘education is a preparation for life
(Comenius, 1947).’ This further opened the door for exploring all means for acquiring knowledge. By
stating that life itself was a study in education, he formally tied that idea to the development of student-
directed and hands-on learning methods. He said that ‘observation precedes analysis’ (Comenius,
1947), meaning that it also precedes the rules of analysis. This allowed the development of current
Intellectual Property of G. Yakman C. 8/7/2010
STE@M Educational Model 3
science practices and the structure of laboratory based classes. Comenius was the first to formally
introduce the world of formal education to the concept that all people needed to be educated in order to
properly function in society. He said that education was for all and specifically named females, the
disabled and most significantly, youth (Comenius, 1947). He stated that the natural curiosity of the
young needed to be exploited by allowing access to formal education for them as well. Comenius made
a strong argument for delivering a holistic approach to education with the following statement:
‘individual sciences are badly taught unless a simple and general survey of the total knowledge is
given before… one ought never to instruct anybody in such a way [of] perfecting one brand of
knowledge to the exclusion of others (Comenius, 1947).’ This clause establishes a basis for applying
integrative education.
Rousseau helped establish the formal divisions of science and their inter-connectedness in reality
and in education. One of his related statements is; ‘the sciences are connected together by a series of
propositions, all dependent on some general and common principles (Rousseau, 1947).’ This statement
set the tone for scientific method used in education.
Pestalozzi promoted a study of in-depth universal knowledge as the basis of education when he
said; ‘principles in regard to education… were founded on an accurate knowledge of the world
(Pestalozzi, 1947).’ With this statement he clarified why in order to accurately study something, one
must study why something is instead of just what it is. To study why something is, one must
investigate how it came to be and how it maintains, in other words, how it interacts with the rest of
reality. This concept is the basis of pure integrative studies.
Herbart helped establish education’s role in character development by saying that; ‘the goal of
education is the development of a person with character and humane convictions who understands the
great art of constructive and harmonious living (Herbart, 1947).’ This statement also lays the
groundwork for the inclusion of a goal of sustainability. Herbart backed up knowledge needing to be
contextual with holistic ideals by saying that ‘to present youth the whole fund of accumulated
experience in a concentrated form, is the highest service which mankind can render to its successors
(Herbart, 1947).’ With this statement, the concept of studying undesirable elements of knowledge
became strengthened in education. Herbart also specifically referenced interdisciplinary studies by
saying: ‘geography, mathematics, the natural sciences and history are combined (Herbart, 1947).’ This
helped lay the basis for the development of Science, Technology, Society/Studies (STS) movement
over a century later.
Froebel’s concepts added more structure to education. He believed that people live ‘in a world of
objects, which influence [them], and which [they] desire to influence; therefore [they] ought to know
these objects in their nature, in their conditions and in their relations with each other and with
[human]kind (Froebel, 1947).’ This concept promoted education including a formal acknowledgement,
survey and mastering of the relationships between objects in their element and all related influences.
He promoted a direct link between education and the industrial field of science by saying that,
‘education as well as science would gain by … a more human, related, affiliated, connected treatment
and consideration of the subjects of education (Froebel, 1947).’ This put emphasis on methods versus
content and prepared learners for reality. This concept applied as well to general education as it did to
the basis of the manual/industrial art’s movements. He promoted endless possibilities in education by
contributing that, ‘the knowledge of life in its totality constitutes science … the apprehension of
[intelligent being’s] life-work and in the accomplishments of their destiny, is the theory of education
(Froebel, 1947).’ This directly correlates to the modern TE/TIDE/STEM philosophies. He laid the
groundwork for guided-inquiry and predated constructivism with the concept of the teacher as a
discovery guide by stating, ‘educational training should be simultaneously double-sided – giving and
taking, uniting and dividing.. active and passive… between educator and pupil (Froebel, 1947),’ He
also promoted real world experiences by saying that ‘children should be brought ‘into harmony with
Intellectual Property of G. Yakman C. 8/7/2010
STE@M Educational Model 4
the past, present and future requirements of the development of humanity and of the race… not in dead
imitation or mere copying, but in the way of living (Froebel, 1947).’ Froebel promoted contextual
learning as the only way to promote real understanding.
Dewey contributed greatly to the field of education. His key goal was for people to be functionally
literate (Dewey, 1963). He promoted integrated and technical literacy to be the cornerstone of this type
of universal literacy. He went so far as to attack the concepts of separating content and context in
learning and separating learning into content-based categories. He used vivid examples of the need for
cross-curricular studies, such as; ‘scientific advances are technological advances: they are advances in
the uses of tools in order to improve and test inferences (Hickman, 1992).’ He sets the stage for
purposeful interdisciplinary studies. He promotes spelling out linkages between concepts, contents and
contexts to look for connections that are not obvious. These concepts are vital fuel and momentum of
ISTEM education. Dewey challenged the structure of scientific hypothesis as potentially ‘mutilating
the facts,’ which leads to questioning the meanings behind them. He promoted that meanings can be
applied in various situations to add context to education. This is a basis of meaningful learning where
inter-related, organized & personally meaningful concepts are learned more deeply. Dewey used
examples of social constructs to show how developed methods and meanings can affect the base
elements of other fields (Dewey, 1963). This concept is essential for integrative education with the
goal of pure knowledge. Dewey recognized the need for separate disciplines, but illustrated how the
connections themselves create a concept of the whole for the learner when he stated that ‘we learn, but
only at the end, that instead of discovering and then connecting together a number of separate realities,
we have been engaged in the progressive definition of one fact (Dewey, 1963).’ This aligns with
primary tenet of constructivism, which it predated by 30 years, that the ‘true understanding of content
comes from learning in situational contexts where students explore for themselves (Driscoll, 2005).’
Conceptual learning is a necessity in integrative education, it is the only way that education can be
planned to be continuously adaptable to the changes and developments of society and reflect them in
the curricula.
From this collection of epistemological statements from well -respected educational
philosophers, a case for integrated curriculum begins to build. The primary thoughts reinforced with
each other’s statements revolve around the concept of providing students with reality-based,
investigative learning experiences that allow students to think and discover the nature of reality and its
inter-connections.
Educational Psychologists
Educational psychology is defined as the study of the acquisition and retention of knowledge
(McDevitt, 2004). This field took off in mid-1900’s and as since then made considerable contributions
to the understanding of tangible and theoretical knowledge. I will cover a brief synopsis of educational
psychologists who have contributed significantly to the field of education, especially those involved in
the constructivist movement.
Piaget is most widely credited with defining the basis of constructivism (Driscoll, 2005). His ideas
were closely related to Vygotsky. Piaget coined the term ‘genetic epistemology’ (Driscoll, 2005) or the
study of how knowledge developed in humans. His primary tenant was that knowledge was a constant
development of misconstrued connections that were adjustable usually through developing deeper
understanding. It was promoted that a reality-based (contextual) learning style was the most conducive
learning environment.
Piaget also believed that ‘children accommodate everything they learn from and about into their
own common sense (Furth, 1970)’ and that is was this commonsense that was the basis of personal
knowledge. Piaget theorized that people who have not yet made the relevant connections, remember
events that they do not fully understand and can be confused about. He says that this creates
My first interpretation of how to explain the STEAM linkages was: ‘We now live in a world where;
you can’t understand Science without Technology, which couches most of its research and
development in Engineering, which you can’t create without an understanding of the Arts and
Mathematics.’ This statement was an adaptation of: ‘The study of Technology and Engineering is not
possible without the study of the natural sciences. This in turn cannot be understood in depth without a
fundamental understanding of Mathematics (J. Dugger, W. E. , 1993).’ My adaptation was colorful,
but contrived. Therefore, I persisted on meandering through the silos looking for more structural links.
I returned to reinvestigate the recent Kuhnian revolution in the field of mathematics education (Davis,
1994; Ernest, 1994; Hersh, 1994; Tymoczko, 1994).This led me on to explore the intrinsic element that
mathematics is among the other silos. The fact that kept coming up was that mathematics, and
mathematics alone is essential for the study of the other silos, it is even the base of the study of
languages, which is the next strongest category to provide structure for the other silos. Mathematics is
the primal language that cuts across all other field’s boundaries. It is not just a primal language but a
network of practical and theoretical divisions that interact both with other subjects as well as stands
alone. I had found something that set apart the study of mathematics from that of science, technology
and engineering, that thing was the need for it to be included in the other disciplines. Since
mathematics is the underlying language of all communication, it therefore becomes the linking agent
between concept and understanding in education.
Intellectual Property of G. Yakman C. 8/7/2010
STE@M Educational Model 18
This became a pivotal point in my framework system, but it still did not explain how the arts fit
into the structure. I revisited the literature on the arts and looked for a deeper meaning within all the
individual reasons to include the various fields of art into cross-curricular studies. The answer came
when investigating the field of education itself. At that point my argument became that since the arts
discipline houses the study of education, how can education itself be formally excluded from the study
of STEM education? But, more then that, it became apparent that how interpretation and application
associated with the arts linked things together was the social construction of society. This led me back
to investigate the field of engineering as the division of research and development of technology and
the last piece of the frameworks puzzle became apparent. The arts and engineering contain all of the
divisions that interact with the pure possibilities of the other fields to shape the direction of
development. That was the missing element to this paradigm. A new interpretation of how all the fields
of STEAM linked together, and due to it, STEAM became ST∑@M. The new definition of the
framework became;
ST∑@M: ' Science and Technology, interpreted through Engineering and the Arts,
all based in a language of Mathematics.’
Application
Hopefully, this is where you, the reader, says… how does that apply to the practice and
education of my field?... and how does that effect my concepts of and interactions with other fields?
What applications does this framework have in practical reality? The possibilities of answers to these
questions and more have only begun to be explored.
As you may notice, the pyramid has other labels along its sides as well. These are the keywords
that I have associated with the concepts that I am working on affiliating with the various levels of the
classifications that I have assigned to the fields. Let me explain my definition of the levels.
At the very top of the pyramid is the universal level. This correlates to the concept of holistic
education, which I described earlier, as being the interpretation of each person’s sphere, or universe, of
influence. It cannot be planned or avoided, even when sleeping, people are constantly learning from
and adapting to their environmental influences. The results of these influences, both internal and
external, greatly shape what people do with what they are exposed to and what they understand. For
these reasons, I have associated this first level of the pyramid with life-long education.
Integrated Level
The second level of the pyramid I have labeled the integrated level. It is at this level where
students can obtain a broad scope of all the fields and a basic overview of how they inter-relate in
reality by teaching them with a purposefully planned and reality-based interdependence. An excellent
way to teach about natural inter-relations in practice is to teach thematic concepts that allow for
transference to the realm of education. For example, teaching a unit on biotechnology would allow for
broad or in-depth studies (J. Wells et al., 1992b) of;
• the science of the biological, chemical and physical elements involved,
• the technology of machines, concepts and skills that allow for the construction, production,
transportation, communication and power and energy of the systems studied,
• the engineering of planning and designing with given constructs,
• the mathematics needed to comprehend and develop the project and its results,
• the physical, manual, fine and liberal arts used for both large and intricate elements of the related
topics including the history and politics and
• the language arts to research, convey and report on all of this knowledge.
It is at this stage that students begin to understand what and how to explore all areas of opportunities in
the educational realm. Instructors have the choice of focusing in depth on specific areas or covering a
broad scope of the topic. Teams of teachers can work together to provide in depth coverage of their
areas of expertise while reinforcing what students are learning in other specific areas. For these
Intellectual Property of G. Yakman C. 8/7/2010
STE@M Educational Model 19
reasons, I have associated this second level of the pyramid as being most relevant to primary and
middle school education. However, I find the integrated ST∑@M approach to be appropriate for all
levels of education.
Multidisciplinary Level
The third level of the pyramid I have labeled the multidisciplinary level. It is at this level where
students can obtain a scope of specifically chosen fields and a concentrated overview of how they
inter-relate in reality. An excellent way to teach about natural inter-relations in practice is to teach
reality-based/authentic units. When purposefully planned to cover certain fields and concepts,
instructors can still easily use themed education, however, fields not focused on should not be all
together excluded from the curriculum, but instead, at least explained as being an element of the scope
that would occur in reality. Any of these methodologies, and more, helps allow for transference of
learning from the realm of specific topics to all related topics.
Current trends in education have already established STEM as a relevant block of core fields.
Trends have also shown many of the branches of the arts being more and more marginalized. In public
education, only the language arts and social studies are still formally given substantive attention as
having importance outside of the STEM areas. To me, this is a tragedy, as it eliminates many primary
ways for students to obtain contextual understanding. Therefore, as students are exposed to prominent
and marginalized fields, they begin to understand the hierarchy and politics of both education and
practice. It is here that students might begin to have a concept of specific areas of interest to explore as
potential career paths. For these reasons, I have associated this third level of the pyramid as being most
relevant to current transitional or middle-school education.
Discipline Specific Level
The forth level of the pyramid I have labeled the discipline specific level. It is at this level
where individual silo divisions of fields, or disciplines, are taught at focus levels. It is where individual
subjects are the primary topic of focus, or base-discipline. This is not to say that other subjects are
excluded, subjects should still be covered contextually, however, the primary subject is explored
significantly more in depth then the related fields. It is as this level where the specific divisions of each
silo should be given an overview. This is the level at which to explore what areas of expertise a person
wishes to acquire as career and hobby. Since this is very appropriate for young adults, I have
associated this forth level of the pyramid as being most relevant to secondary education.
Content Specific Level
The fifth level of the pyramid I have labeled the content specific level. It is at this level that
specific content areas are studied in detail. It is here where professional development happens and
students delve into the tighter realm of the specific content areas of their choice, usually in post-
secondary studies. Areas can be studied alone or in specifically grouped clusters from within their own
silos or from across the fields. Again, this should still be relevant and contextual to the world at large,
but this is the point where educational and professional practices most fully interrelate with each
other’s developments.
Marketing
When one looks at the field of Technology Education [TE], it is sadly apparent that the average
person does not understand the scope of the field. The common person thinks of it in one of two
primary ways; the more traditionally common, as the realm of manual and industrial arts, the newer
common perception trend is that it is the study of information technology. Although both of these
concepts are, in part, true, neither come close to defining the breadth or depth of this field. In an effort
to avoid the complications that TE has faced, I have plans to integrate catch-phrases and definitions
into the introductory literature about this newly developing framework. For fun, I have played around
with catch phrases. Although, these are not as academically relevant pursuits as the rest of the scope of
my inquiry, they are imperative for marketing this new theory. Among them, I have tried to appeal to
Intellectual Property of G. Yakman C. 8/7/2010
STE@M Educational Model 20
students (young and mature), parents and guardians, community members, educators, administrators,
business leaders, politicians and agencies. I have also tried to make them succinct so they can be easily
remembered and used in various forms. Some early examples of catch phrases include; ST∑@M
Powered, Full ST∑@M Ahead, Power up with ST∑@M, Don’t Waste Your ST∑@M, Don’t Blow Off
ST∑@M,…
Comenius. (1947). The Development of Modern Education. In R. Ulich (Ed.), Three thousand
years of educational wisdom: Selections from great documents (pp. 614). Cambridge,
Massachusetts: Harvard University Press.
Coy, M. (2007). Finding Art in the Science Room. SchoolArts: The Art Education Magazine for
Teachers, 106(7).
Dakers, J. R. (2006). Towards a philosophy for technology education. Defining Technological
Lieteracy: Towards an epistemological framework. New York: Palgrave Macmillan.
Daniel, V. A. H., Stuhr, P. L., & Ballengee-Morris, C. (2006). Suggestions for Integrating the
Arts into Curriculum. Art Education, 59(1), 6.
Davis, P. J. (1994). Mathematics and art: Cold calipers against warm flesh? . In P. Ernest (Ed.),
Mathematics, education and philosophy: An international perspective. . Washington, D.C.:
Falmer Press.
de Vries, M. J. (1996). Science, technology and society: A methodological perspective. Paper
presented at the Second Jerusalem International Science and Technology Education
Conference.
de Vries, M. J. (1996). Technology education: Beyond the technology is applied science. Journal
of Technology Education, 8(1), 7-15.
DeBoer, G. E. (1991). A History of Ideas in Science Education: Implications for practice. New
York: Teachers College, Columbia University.
Descartes. (1947). The New Method of Thinking. In R. Ulich (Ed.), Three thousand years of
educational wisdom: Selections from great documents. Cambridge, MA: Harvard
University Press.
DeVore, P. (1976). Technology and the new liberal arts. (SO 009 637). Cedar Falls, IA: University
of Northern Iowa (ERIC Document Reproduction Service No. ED 133 260).
DeVore, P. D. (1964). Technology: An intellectual discipline. Bulletin Number 5. Washington, DC:
American Industrial Arts Association.
Dewey, J. (1963). Experience and education. New York: Macmillan Publishing Company.
DOE, U. S. D. o. E. (2006). Answering the challenge of a changing world strengthening education
for the 21st century: U.S. Department of Education.
Douglas, R., Worth, K., & Klentschy, M. (2006). Linking Science and Literacy in the K-8
Classroom (No. 9-781-9335-3101-4): National Science Teachers Association.
Driscoll, M. P. (2005). Constructivism. In Psychology of learning for instruction. New York:
Pearson.
Driver, D., Asoko, H., Leach, J., Mortimer, E., & Scott, P. (1994). Constructing scientific
knowledge in the classroom. Educational Researcher, 23(7), 8.
Dugger, J., W. E. (2007). Technology Education at Virginia Tech. In V. T. s. T. E. G. Students
(Ed.). Blacksburg, VA.
Dugger, J., W. E. . (1993). The relationship between technology, science, engineering, and
mathematics. (ERIC No. ED 366 795).
Dunham, P., Wells, J., & White, K. (2002). Biotechnology education: A multiple instructional
strategies approach. Journal of Technology Education, 14(1), 17.
EAC, E. A. C. (2004). Criteria for accrediting engineering programs. Baltimore, MD: ABET, Inc.
Ebner, A. (2006). Making Connections through Visual Arts. Leadership, 36(2ov-Dec), 26.
Eisler, R. (2005). Tomorrow’s children: Education for a partnership world. In S. K. J. P. Miller,
D. Denton, D. Orr, & I. C. Kates (Ed.), Holistic learning and spirituality in education:
Breaking new ground. New York: State University of New York Press.
Ernest, P. (Ed.). (1994). Mathematics, Education and Philosophy: An international perspective.
Washington, D.C.: Falmer Press.
Featherstone, J. L. (1986). Forward. In B. Kimball (Ed.), Orators & philosophers: A history of the
idea of liberal education. New York: Teacher College Press.
Feldmann, D. (2007). Citizenship Education: Current Perspectives from Teachers in Three
States. Educational Research Quarterly, 30(4), 3.
Firlik, R. (1996). Can We Adapt the Philosophies and Practices of Reggio Emilia, Italy, for Use
in American Schools? Early Childhood Education Journal, 23(4), 217.
Foster, P. (1995). Industrial arts/technology education as a social study: The original intent? .
Journal of Technology Education, 6(2), 15.
Freire, P. (1996). Pedagogy of the oppressed. New York: Continuum International Publishing
Group Inc.
Froebel. (1947). Froebel. In R. Ulich (Ed.), Three thousand years of educational wisdom:
Selections from great documents. Cambridge, MA: Harvard University Press.
Furth, H. G. (1970). Piaget for teachers. Englewood Cliffs, NJ: Prentice-Hall Inc.
Gagne, R., Wager, W., Golas, K. & Keller, J. (2005). Principles of Instructional Design (5th ed.).
Belmont, CA: Wadsworth/Thomson Learning.
Gardner, P. L. (1994). The relationship between technology and science: Some historical and
philosophical reflections. Part 1. International Journal of Technology and Design
Education 4(2), 33.
Gardner, P. L. (1995). The relationship between technology and science: Some historical and
philosophical reflections. Part 2. International Journal of Technology and Design
Education 5(1), 33.
Gardner, P. L. (1997). The Roots of Technology and Science: A Philosophical and Historical
View. International Journal of Technology and Design Education, 7(1-2).
Grasso, D., & Martinelli, D. (2007). Holistic Engineering. Chronicle of Higher Education, 53(28).
Herbart. (1947). Herbart. In R. Ulich (Ed.), Three thousand years of educational wisdom:
Selections from great documents. Cambridge, MA: Harvard University Press.
Herman, W. E. (1995). Humanistic influences on a constructivist approach to teaching and learnin.
Potsdam, NY: State University of New York.
Hersh, R. (1994). Fresh Breezes in the Philosophy of Mathematics. In P. Ernest (Ed.),
Mathematics, education and philosophy: An international perspective Washington, D.C.:
Falmer Press.
Hickman, L. A. (1992). John Dewey's Pragmatic Technology (First Midland Book Edition ed.).
Bloomington: Indiana University Press.
Hodson, R. (1991). Philosophy of science and science education. . In M. M. R (Ed.), History,
philosophy, and science teaching: Selected readings. New York: OISE Press
Horton, R. M., Hedetniemi, T., Wiegert, E., & Wagner, J. R. (2006). Integrating Curriculum
through Themes. Mathematics Teaching in the Middle School, 11(8), 408.
Horwedel, D. (2006). Operation STEM. Diverse: Issues in Higher Education, 23(20ov), 36.
Huber, M. T., & Hutchings, P. (2005). The advancement of learning: Building the teaching
commons. San Francisco: Jossey-Bass.
Huber, M. T., & Morreale, S. P. (2002). Disciplinary styles in the scholarship of teaching and
learning: Exploring common ground. Washington, D.C.: American Association for Higher
Education and The Carnegie Foundation for the Advancement of Teaching.
IRA-NCTE, I. R. A. a. N. C. o. T. o. E. (1996). Standards for the English Language Arts. Newark,
DE: International Reading Association and National Council of Teachers of English.
ITEA, I. T. E. A. (1996). Technology for all Americans: A rationale and structure for the study of
technology. Reston, VA: International Technology Education Association
ITEA, I. T. E. A. (2000). Standards for technological literacy: Content for the study of technology.
Reston VA: International Technology Education Association
STE@M Education Theory 24
G. Yakman 8/7/2010
ITEA, I. T. E. A. (2006). Technology literacy for all: A rationale and structure for the study of
technology. Reston, VA: International Technology Education Association
ITEA, I. T. E. A. (2008). Teaching TIDE with pride. Paper presented at the International
Technology Education Association, Salt Lake City.
Kalyn, B. (2006). Integration. Teaching Elementary Physical Education, 16(5), 32.
Kirkwood, J. J., Foster, P. N., & Bartow, S. M. (1994). Historical Leaders in Technology
Education Philosophy. Journal of Industrial Teacher Education, 32(1).
Kornfeld, J., & Leyden, G. (2005). Acting out: Literature, Drama, and Connecting with History.
Reading Teacher, 59(3ov), 230.
Kuhn, T. S. (1970). The structure of scientific revolutions (2nd ed.). Chicago: University of
Chicago Press.
Laporte, J., & Sanders, M. (1993). The T/S/M integration project. The Technology Teacher,
52(6), 5.
Latour, B., & Woolgar, S. (1986). Laboratory life: the construction of scientific facts. Princeton,
NJ: Princeton University Press.
Lauda, D. P. (1980). Technology Education: A Concept in Transition. Paper presented at the
Technology Education Symposium 80
Lewis, T. (2005). Creativity—A Framework for the Design/Problem Solving Discourse in
Technology Education. Journal of Technology Education, 17(1).
Litowitz, L. S. (2008). Engineering/Technology Education - Re:Bylaws Question. In
[email protected] (Ed.): International Technology Education Association:
Council of Technology Teacher Educators.
Loepp, F. L. (1999). Models of Curriculum Integration. Journal of Technology Studies, 25(2), 21.
Lux, D., & Ray, W. (1971). Industrial arts curriculum project Bloomington, IL: McKnight &
McKnight Publishing
Macedo, S. (2004). Crafting Good Citizens. Education Next, 2004(2), 10.
Maley, D. (1973). The Maryland plan. New York: Benziger, Bruce and Glencoe.
Marshall, J. (2005). Connecting Art, Learning, and Creativity: A Case for Curriculum
Integration. Studies in Art Education: A Journal of Issues and Research in Art Education,
46(3), 227.
Marshall, J. (2006). Substantive Art Integration = Exemplary Art Education. Art Education,
59(6ov), 17.
Marzano, R. (2007). The Art and Science of Teaching: A Comprehensive Framework for Effective
Instruction. Alexandria, VA: Association for Supervision and Curriculum Development.
Matthews, M. R. (1997). Introductory comments on philosophy and constructivism in science
education. Science & Education, ?(6), 10.
McDevitt, T. M. O., J. E. . (2004). Child Development. Upper Saddle River, NJ: Merrill Prentice
Hall.
McKee, J., & Ogle, D. (2005). Integrating Instruction: Literacy and Science. Tools for Teaching
Literacy Series: Guilford Publications.
Mellado, V., Ruiz, C., Bermejo, M. L. & Jimenez, R. . (2006). Contributions from the philosophy
of science to the education of science teachers. Science & Education 15(5), 27.
Merrill, C. (2001). Integrated technology, mathematics and science education: A quasi-
experiment. Journal of Industrial Teacher Education, 38(3).
Merrill, C., & Comerford, M. (2004). Technology and Mathematics Standards: An Integrated
Approach. Technology Teacher, 64(2).
Miller, R. (1992). Introducing Holistic Education: The Historical and Pedagogical Context of the
1990 Chicago Statement. Teacher Education Quarterly, 19(1), 5.
Rogers, C. (1969). Freedom to Learn: A View of What Education Might Become (1st ed.).
Columbus, OH: Charles Merill.
Rogers, L., & Newton, L. (2001). Integrated Learning Systems - an open approach (Vol. 23, pp.
405 - 422): Taylor & Francis.
Rohrer, K. (2005). Leave No Arts Behind. SchoolArts: The Art Education Magazine for Teachers,
105(1).
Rousseau. (1947). The Development of Modern Education. . In R. Ulich. (Ed.), Three thousand
years of educational wisdom: Selections from great documents. (pp. 614). Cambridge,
Massachusetts: Harvard University Press.
Ruggiero, V. R. (1988). Teaching thinking across the curriculum. New York: Harper & Row.
Salinger, G. L. (2003). Engineering in the K-12 curriculum. Initiatives in technology education:
Comparative perspectives. In G. a. M. Martin, H. (Ed.): Technology Foundation of America.
Salinger, G. L. (2005). The engineering of technology education. The Journal of Technology
Studies.
Sanders, M. (2006). A rationale for new approaches to STEM education and STEM education
graduate programs Paper presented at the 93rd Mississippi Valley Technology Teacher
Education Conference. Section IV: Issues in STEM Education.
Sanders, M. (2008). K-12 Sessions at ASEE 2008 in Pittsburgh. In [email protected],
[email protected] & [email protected] (Eds.):
International Technology Education Association.
Sarlemijn, A. (1993). Designs are cultural alloys, SteMPJE in design methodology. In M. J. de
Vries, Cross, N. & Grant, D. P. (Ed.), Design Methodology and relationships with science.
Dordrecht: Kluwer Academic Publishers.
Savage, E., & Sterry, L. (Eds.). (1990). A conceptual framework for technology education. Reston,
VA: International Technology Education Association.
Shulman, L. S. (2005a). Pedagogies of Uncertainty. Liberal Education, 91(2), 8.
Shulman, L. S. (2005b). Signature pedagogies in the professions. Daedalus(Summer), 8.
Smith, F. (1998). The book of learning and forgetting. New York: Teacher's College, Columbia
University.
Snyder, J., & Hales, J. (1986). Jackson's Mill industrial arts curriculum theory. Charleston, WV:
West Virginia University of Education.
Strokrocki, M., & National Art Education Association, R. V. A. (2005). Interdisciplinary Art
Education: Building Bridges to Connect Disciplines and Cultures: National Art Education
Association.
Sutherland, D., & Dennick, R. (2002). Exploring culture, language and the perception of the
nature of science (Vol. 24, pp. 1 - 25): Taylor & Francis.
Tan, K. C., & Chua, B. L. (2006). The Sound of Music and Its Link with Mathematics. Teaching
Mathematics and Its Applications: An International Journal of the IMA, 25(4), 181.
Torres, H. N., & Zeidler, D. L. (2002). The Effects of English Language Proficiency and
Scientific Reasoning Skills on the Acquisition of Science Content Knowledge by Hispanic
English Language Learners and Native English Language Speaking Students. Electronic
Journal of Science Education, v6(n3).
Toulmin, C. N., Groome, M., & National Governors' Association, W. D. C. (2007). Building a
Science, Technology, Engineering, and Math Agenda: National Governors Association.
Truxal, J. G. (1984). Technology in Liberal Education. Paper presented at the Sloan Foundation
Conference.
Tymoczko, T. (Ed.). (1994). Structuralism and post-modernism in the philosophy of mathematics.
Washington, DC: Falmer Press.
Tyson, W., Lee, R., Borman, K. M., & Hanson, M. A. (2007). Science, Technology, Engineering,
and Mathematics (STEM) Pathways: High School Science and Math Coursework and
Postsecondary Degree Attainment. Journal of Education for Students Placed at Risk
(JESPAR), 12(3), 243.
Ulich, R. (Ed.). (1947). Three thousand years of educational wisdom: Selections from great
documents. Cambridge, MA: Harvard University Press.
Vail, K. (2006). Is Physical Fitness Raising Grades? Education Digest: Essential Readings
Condensed for Quick Review, 71(8), 13.
VTSOE, V. T. S. o. E. I. E. (2007). ISTEM Education information page.
Walling, D. R. (2007). The Return of Civic Education. Phi Delta Kappan, 89(4), 285.
Wang, J. (2005). Relationship Between Mathematics and Science Achievement at the 8th Grade.
Online Submission.
Ward, R., & Muller, D. (2006). Algebra and Art. Mathematics Teaching Incorporating
Micromath(198), 22.
Wells, J., Pinder, C., & Smith, J. (1992a). Algae, electronics and ginger beer. Technology,
Innovation & Entrepreneurship for Students (TIES) Magazine(March-April), 6.
Wells, J., Pinder, C., & Smith, J. (1992b). Algae, electronics and ginger beer. Technology,
Innovation & Entrepreneurship for Students (TIES) Magazine, 6(March-April), 27-32.
Wells, J. G. (2006). VT STEM Curriculum Class. In M. o. Class (Ed.). Blacksburg, VA.
Wicklein, R. C. (2006). Five Good Reasons for Engineering Design as the Focus for Technology
Education. Technology Teacher, 65(7), 25.
Wicklein, R. C. S., John W. . (1995). Case Studies of Multidisciplinary Approaches to Integrating
Mathematics, Science and Technology Education. Journal of Technology Education, 6(2).
Wiggins, G. P., & McTighe, J. (2005). Understanding by design (2nd ed.). Alexandria, VA:
Association for Supervision and Curriculum Development.
Zammito, J. H. (2004). A Nice Derangement of Epistemes: Post-positivism in the study of science
from Quine to LaTour. Chicago: University of Chicago Press.
Zmach, C. C., Sanders, J., Patrick, J. D., Dedeoglu, H., Charbonnet, S., Henkel, M., et al. (2007).
Infusing Reading into Science Learning. Educational Leadership, 64(4), 62.
Zuga, K. (1991). The technology education experience and what it can contribute to STS. Theory
Into Practice, XXX(4).
Zuga, K. (1993). A role for alternative curriculum theories in technology education. Journal of
Industrial Teacher Education, 30(4), 19.