STEM curriculum design and implementation should be organised using a coherent framework to guide teaching, learning and assessment. Several STEM curriculum frameworks and models have been discussed in the literature. Diverse STEM integration frameworks and models are undergirded by educational philosophies, theories, and practices. In this course, participants will learn about the different conceptualisations and approaches to STEM curriculum integration. This includes the educational theories and concepts that underpin these frameworks and models. They will understand the differences between frameworks and models, compare various STEM education frameworks and apply these ideas to constructing a STEM integration framework or model for their own context.

1. describe the different STEM integration frameworks and models;


2. critique the strengths and weaknesses of the diverse STEM integration frameworks and models;


3. discuss the philosophies and theories that undergird each STEM integration framework or model including the meriSTEM@NIE STEM Quartet;


4. explain how the STEM integration frameworks and models are applied in STEM curriculum design; and


5. construct a STEM integration framework or model for a school/institutional context.

Learning mode

1. Rationale, importance, and approaches to STEM integration


2. Conceptualisations of STEM integration


3. Difference between frameworks versus models


4. Theoretical underpinnings of STEM integration frameworks or models


5. Comparisons between STEM integration frameworks and models


6. Applications of STEM integration frameworks or models in curriculum design


7. Constructing a STEM integration framework or model

*MOE Participants include: MOE Participants & Direct Hires Staff from independent schools, Specialised Independent and Specialised Schools

1. Current STEM-related subject teachers (namely, Sciences, Mathematics, Computing, Design & Technology, Nutrition and Food Science);


2. Teachers with minimum two years in service; and


3. Nominated by their school leaders.

1. Current STEM-related subject teachers (namely, Sciences, Mathematics, Computing, Design & Technology, Nutrition and Food Science); and


2. Minimum two years of STEM education (e.g., curriculum design, teaching, etc.) experience.