Advancing STEM Education:
A 2020 Vision
By Rodger W. Bybee
Now is the time to move beyond (Keefe, 2010). Once again, the education community has
embraced a slogan without really taking the time to clarify
the slogan and make STEM what the term might mean when applied beyond a general
label. When most individuals use the term STEM, they
literacy for all students an mean whatever they meant in the past. So STEM is usually
interpreted to mean science or math. Seldom does it refer
educational priority. to technology or engineering, and this is an issue that must
be remedied.
If STEM education is going to advance beyond a slogan,
educators in the STEM community will have to clarify
what the acronym actually means for educational
policies, programs, and practices. The following
discussion presents several things that STEM might
mean for contemporary education. First, it may mean
W
recognition that science education has been diminished
hen STEM education first appeared, it caught during the No Child Left Behind era, which is ending.
the attention of several groups. Botanical The reauthorization of the Elementary and Secondary
scientists were elated, as they thought educators Education Act (ESEA) could underscore the importance
had finally realized the importance of a main of science, and by their close association, technology and
part of plants. Technologists and engineers were excited, engineering, in school programs.
because they thought it referred to a part of the watch.
Wine connoisseurs also were enthusiastic, as they thought Second, based on the observation that STEM is often a
it referred to the slender support of a wine glass. And, term for science or mathematics, STEM should mean
political conservatives were worried, because they thought increased emphasis of technology in school programs. With
it was a new educational emphasis supporting stem cell reference to technology, there are very few other things that
research. Actually, none of these perceptions of STEM meet influence our everyday existence more and about which
the current use as an acronym for Science, Technology, citizens know less. It is time to change this situation. I am
Engineering, and Mathematics education. referring to a perspective and education programs larger
than Information Communication Technology (ICT). ICT
STEM had its origins in the 1990s at the National Science is, of course, part of technology programs. Third, STEM
Foundation (NSF) and has been used as a generic label could mean increasing the recognition of engineering in
for any event, policy, program, or practice that involves K-12 education. Engineering is directly involved in problem
one or several of the STEM disciplines. However, a solving and innovation, two popular themes (Lichtenberg,
recent survey on the “perception of STEM” found that Woock, & Wright, 2008). Engineering has some presence in
most professionals in STEM-related fields lacked an our schools, but certainly not the amount consistent with
understanding of the acronym STEM. Most respondents its careers and contributions to society. If the nation is truly
linked the acronym to “stem cell research” or to plants interested in innovation, recognizing the T and E in STEM
30 • Te c hnolo gy and Engineering Te ac her • September 2010
would certainly be worth emphasizing (Katehi, Pearson, & organizing education so the respective disciplines can be
Feder, 2009). integrated and instructional materials designed, developed,
and implemented. Educators must confront and resolve a
Fourth, all STEM disciplines present opportunities for number of challenges if they are to advance STEM literacy.
stressing 21st Century skills. Students can develop 21st
Century skills such as adaptability, complex communication, Addressing Challenges to Advancing STEM
social skills, nonroutine problem solving, self-management/ Education
self-development, and systems thinking (NRC, 2010). In Advancing STEM education presents several significant
STEM programs, student investigations and projects present challenges. Use of the acronym and the associated ambiguity
the time and opportunity for teachers to help students has served as a rallying point for policy makers and some
develop 21st Century skills.
educators. The power of STEM, however, diminishes quite
Fifth, STEM could mean an integrated curricular rapidly as one moves away from national policies and
approach to studying grand challenges of our era. I am toward the realization of STEM in educational programs.
referring to challenges such as: energy efficiency, resource Here, I am not implying changes in the individual “silos” of
use, environmental quality, and hazard mitigation. The STEM; rather I am referring to an integrated perspective of
competencies that citizens need in order to understand and STEM as a long-term goal (Sanders, 2009). So, let’s examine
address issues such as these are clearly related to the STEM some of the challenges.
disciplines, which should be understood before addressing
The first challenge involves actively including technology
other disciplines such as economics and politics.
and engineering in school programs. Although one can
Now is the time to move beyond the slogan and make identify technology and engineering programs, the scale
STEM literacy for all students an educational priority. The at which they are in schools is generally quite low. Scaling
public may be ready for such a reform (Johnson, Rochkind, up technology and engineering courses and appropriately
& Ott, 2010). including the T and E in science and mathematics education
seem reasonable ways to meet this challenge. Note, however,
Clarifying the Purpose of STEM Education that this approach maintains a “silo” orientation for the
Clarifying STEM literacy and establishing this as a separate disciplines.
fundamental purpose of school programs is a first step in
Suggesting that technology and engineering be incorporated
advancing STEM education. The following description is
in science education is not new. Science for All Americans
modified from the PISA 2006 Science framework (OECD,
(AAAS, 1989) and subsequently Benchmarks for Science
2006). In general, STEM literacy includes the conceptual
Literacy (AAAS, 1993) and the National Science Education
understandings and procedural skills and abilities for
Standards (NRC, 1996), all included standards related to
individuals to address STEM-related personal, social, and
technology and engineering. For example, Science for All
global issues. STEM literacy involves the integration of
Americans set the stage with discussions of “Engineering
STEM disciplines and four interrelated and complementary
Combines Scientific Inquiry and Practical Values” and “The
components. STEM literacy refers to the following:
Essence of Engineering is Design Under Constraint (AAAS,
• Acquiring scientific, technological, engineering, and 1989, pp. 40-41). In 1996, the National Science Education
mathematical knowledge and using that knowledge to Standards included standards on Science and Technology
identify issues, acquire new knowledge, and apply the for all grade levels, K-4, 5-8, and 9-12. One of the standards
knowledge to STEM-related issues. directly addressed the “abilities of technological design” as a
• Understanding the characteristic features of STEM complement to the abilities and understandings of scientific
disciplines as forms of human endeavors that include inquiry standards.
the processes of inquiry, design, and analysis.
In addition, there are two very significant initiatives
• Recognizing how STEM disciplines shape our material,
supporting technology and engineering education. First,
intellectual, and cultural world.
in March 2010, the National Assessment Governing Board
• Engaging in STEM-related issues and with the ideas of
(NAGB) approved the framework for a national assessment
science, technology, engineering, and mathematics as
of technology and engineering, scheduled for 2014. Second,
concerned, affective, and constructive citizens.
the new common core standards for science will support
Translating this description of STEM literacy into school these initial standards-based initiatives by including
programs and instructional practices requires a way of technology and engineering standards.
31 • Te c hnolo gy and Engineering Te ac her • September 2010
One of the most significant challenges centers on education. Figure 1 is a framework of contexts adapted
introducing STEM-related issues such as energy efficiency, from PISA Science 2006, but they certainly could represent
climate change, and hazard mitigation and developing the curricular topics for context-based STEM education.
competencies to address the issues students will confront as
citizens. Addressing this challenge requires an educational The educational approach emphasizes competency in
approach that first places life situations and global issues in addressing the situation, problem, or issue, and not
a central position and uses the four disciplines of STEM to exclusively knowledge of concepts and processes within
understand and address the problem. This has been referred the respective STEM disciplines. Figure 2 presents
to as context-based science education (Fensham, 2009) competencies that could be used as learning outcomes for
and could easily be represented as context-based STEM STEM education.
Personal Social Global
(Self, family, and peer groups) (The community) (Life across the world)
Health Maintenance of health, Control of disease, social Epidemics, spread of
accidents, nutrition transmission, food choices, infectious diseases
community health
Energy Personal use of energy, emphasis Conservation of energy, transition to Global consequences, use and
efficiency on conservation and efficiency efficient use and nonfossil fuels conservation of energy
Natural Personal consumption of Maintenance of human populations, Renewable and nonrenewable,
resources materials quality of life, security, production natural systems, population
and distribution of food, energy growth, sustainable use
supply
Environmental Environmentally friendly Population distribution, disposal of Biodiversity, ecological
quality behavior, use and disposal of waste, environmental impact, local sustainability, control of
materials weather pollution, production, and loss
of soil
Hazard Natural and human-induced, Rapid changes (earthquakes, severe Climate change, impact of
mitigation decisions about housing weather), slow and progressive modern warfare
changes (coastal erosion,
sedimentation), risk assessment
Frontiers of science, Interest in science’s explanations New materials, devices, and Extinction of species,
technology, engineering, of natural phenomena, science- processes, genetic modification, exploration of space, origin and
mathematics based hobbies, sport and leisure, weapons technology, transport structure of the universe
music and personal technology
Figure 1. Contexts for STEM Education
Note. Adapted from: Assessing scientific, reading and mathematical literacy: A framework for PISA 2006 (OECD, 2006)
Identifying STEM issues
• Recognizing issues that are possible to describe from a STEM perspective
• Identifying keywords to search for STEM information
• Recognizing the key concepts from STEM disciplines
Explaining issues from STEM perspectives
• Applying knowledge of STEM in a given situation
• Describing or interpreting phenomena using STEM perspectives and predicting changes
• Identifying appropriate descriptions, explanations, solutions, and predictions
Using STEM information
• Interpreting STEM information and making and communicating conclusions
• Identifying the assumptions, evidence, and reasoning behind conclusions
• Reflecting on the societal implications of STEM developments
Figure 2. STEM Competencies
Note. Adapted from: Assessing scientific, reading, and mathematical literacy: A framework for PISA
2006 (OECD, 2006).
32 • Te c hnolo gy and Engineering Te ac her • September 2010
Innovative changes implied by this discussion should be for professional development. Figure 3 outlines design
initiated with curriculum supplements that demonstrate specifications for the proposed instructional units.
a change in emphasis within many K-12 programs. This
approach is modest but achievable, since such changes The instructional approach begins with a challenge or
take advantage of opportunities that exist within current problem that engages students. The challenge is appropriate
school programs. to their age, grade, and developmental stage. As they explore
options and gain an understanding of the problem, they
Advancing STEM: A Curricular Theory of Action must “reach out” to the respective STEM disciplines and
The theory of action centers on model instructional units apply knowledge and skills to the problem. The knowledge
that are based on contemporary issues in the contextual and skills that students use in the development of the model
categories described in Figure 1. These instructional units units and that they use to design solutions would be from
would be of varying lengths for elementary, middle, and high various documents such as common core standards and
school levels, perhaps 2, 4, and 6 weeks at the respective the NAEP technology and engineering literacy framework.
levels. So, I am not suggesting a complete reform of the Figure 4 presents a framework characterizing the central
STEM education system. Although the units would present emphasis on contextual problems and the connections
an integrated approach to STEM-related issues, the units among STEM disciplines.
could be introduced in the “silos” of STEM school programs.
Using model instructional units as the basis for introducing SCIENCE TECHNOLOGY
an integrated approach to STEM education will present a
National Standards • ITEA Standards
challenge, but the fact that the units are brief and can be
NAEP 2009 Framework • NAEP 2012
accommodated within current programs makes the goal Common Core Science Framework for
achievable. This approach is a positive and constructive Standards Technological Literacy
response to classroom teachers’ requests for instructional • Common Core Science
materials that both exemplify the innovation and are easy Standards
for them to implement. Further, they provide opportunities
CONTEXTS
LIFE AND WORK SITUATIONS
• Based on Learning Research described in several NRC THAT INVOLVE STEM
reports; e.g., How People Learn (NRC, 2000), Taking
Science to School (NRC, 2007). (e.g., Environment, Resources,
Health, Hazards, Frontiers)
• Represent an Integrated Instructional Sequence as
recommended in America’s Lab Report (NRC, 2006); i.e.,
an instructional model.
• Developed Using Backward Design (see Wiggins and MATHEMATICS ENGINEERING
McTighe, 2005). Common Core Standards • Common Core Science
• Emphasize Competencies NCTM Standards Standards
• NAE Reports
• Include Opportunities to Develop 21st Century Workforce
Figure 4. A Framework for Model STEM Units
Skills (e.g., NRC, 2010)
• Present Units Lasting:
Ÿ Elementary (K-5) 2 weeks
Ÿ Middle (6-8) 4 weeks
Advancing STEM: A Decade of Action
Ÿ High (9-12) 6 weeks This section describes the larger picture of how we can
initiate and bring about the changes described in the last
• Field-Tested and Revised Based on Feedback and
Evidence of Effectiveness.
section to a scale that matters within the U.S. education
systems.
• Contextual issues related to STEM as central theme of
units (see Figure 1). Achieving higher levels of STEM literacy cannot be
accomplished quickly; it will take a minimum of ten years.
Figure 3. Design Specifications for Exemplary STEM Units
Figure 5 presents specifications for phases and goals for a
33 • Te c hnolo gy and Engineering Te ac her • September 2010
Phase Timeline Goal
Initiating the STEM education reform Two years Design, develop, and implement model instructional units
Bringing the STEM reform to scale Six years Change policies, programs, and practices at local, state, and
national levels
Sustaining the STEM education reform Two years Build capacity at the local level for continuous improvement
of school science and technology programs
Evaluating the STEM education reform Continuous, with a major Provide formative and summative data on the nature and
evaluation in 10 years results of the reform efforts
Figure 5. A Decade of Action: Phases and Goals
decade of reform centering on advancing STEM education Districts begin the process of selecting and implementing
in the United States. curricula that emphasizes STEM literacy as they become
available. Professional development aligned with the new
The primary work for the initial phase of reform occurs programs is ongoing. The central goal of this phase is to
in the first two years. This phase would be “Introducing revise local, state, and national policies, develop new school
little changes with big effects.” This phase centers on the programs, and align teaching practices with the goals of
funding and the development of model STEM units. The STEM literacy.
model STEM units use major contexts as the “topics,”
(e.g., energy efficiency, hazard mitigation, and health) and By the end of this phase, states would have new standards
emphasize competencies as learning outcomes. This phase and assessments, new teacher certification requirements
includes field-testing and final production of the units and would be in place, new instructional materials for core
complementary assessments. Participating districts select and supplemental programs would be available, and the
schools, and implementation begins with accompanying professional development of teachers would be aligned with
professional development. the new priorities. This phase likely would present the most
difficulty as policy makers and educators directly confront
Providing model STEM units, professional development, resistance to change and criticism of the new initiatives and
and exemplary assessment at the elementary, middle, and changes in policies, programs, and practices.
high school levels would have an impact on the system,
increase understanding and acceptance of STEM among The work of sustaining “building local capacity for a national
school personnel, increase support by policy makers and purpose” is concentrated in the final two years of the decade.
administrators, and promote understanding by the public. The work focuses on building local capacity for ongoing
The units would provide a basis for answering the public’s improvement of STEM education at the district level. These
questions about what changes involve and why they are efforts phase out the use of external funds for the reform
important—especially for children. effort and phase in school districts’ use of resources in
response to the new advances in science and technology and
The second phase is “Systemic changes that make a the implied changes for the school programs.
difference.” Bringing the reform to scale takes six years.
After the initial phase, efforts to bring the reform to a Evaluation involves continuous feedback about the work
significant scale expand. Evaluations of teachers’ responses and changes in content and curricula, teachers and teaching,
and students’ achievement, abilities, and attributes are and assessment and accountability. Clearly, feedback
reviewed and analyzed. These data form the basis for occurs during all phases for “monitoring and adjusting
revision of the original models of instructional units, the to change.” The feedback informs judgments about the
development of new models of instructional units, and a models of instructional units and issues associated with
compelling case statement for the continued expansion of their implementation and the professional development
the reform. This phase includes major efforts to review and of teachers. Evaluations and feedback are conducted
revise state policies and standards and create new criteria and available at the school district, state, national, and
for local and state adoptions of instructional materials. even international levels. School districts and states
Publishers would begin developing new editions of core implement their own evaluations. Results from the
and supplemental programs. Through this entire period, National Assessment of Educational Progress (NAEP), and
professional development of STEM teachers continues. international assessments TIMSS and PISA also provide
feedback about the progress of reform efforts.
34 • Te c hnolo gy and Engineering Te ac her • September 2010
Conclusion Organisation for Economic Co-operation and Development
In the late 1950s, this nation responded to national and (OECD). (2006). Assessing scientific, reading and
international challenges with a major curriculum reform. mathematical literacy: A framework for PISA 2006. Paris:
The reform took a decade and lasted a decade or more. OECD.
Advancing STEM education with a 2020 vision could Pearson, F. & Young, A.T. (Eds.). (2002). Technically
respond to myriad contemporary challenges the nation speaking: Why all Americans need to know more about
now faces. technology. Washington, DC: National Academies Press.
Rutherford, F. J., & Ahlgren, A. (1989). Science for all
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Engineering in K-12 education: Understanding the status SPECIAL OFFER FOR THE MONTH OF SEPTEMBER:
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and improving the prospects. Washington, DC: National
Academies Press. EbD™-NASA STEM Design Challenge High School Units:
Keefe, B. (2010). The perception of STEM: Analysis, issues, P237CD - $15.00 (Includes all four units – delivered on CD)
and future directions. Survey. Entertainment and Media • Moving Cargo
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innovate: Are educators and executives aligned on the • Lunar Growth Chamber
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Board, Research Report 1424, New York: Conference EbD™-NASA STEM Design Challenge Middle School Units:
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Board, Inc.
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science education standards. Washington, DC: National • Moon Power
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National Research Council (NRC). (2010). Exploring the
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A workshop summary. Washington, DC: National
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