Skip to main content
SpringerLink
Log in

STEM Education for the Twenty-First Century

  • Chapter
  • First Online:
Integrated Approaches to STEM Education

Part of the book series: Advances in STEM Education ((ASTEME))

Abstract

STEM (Science, Technology, Engineering and Mathematics) has become an increasingly important policy imperative globally. This paper reviews the growth of STEM Education as a key focus for curriculum change, the forms STEM Education takes in different countries, and the drivers that shape the concern for STEM Education internationally. A key feature of concern for STEM in schools is the prospect of a vastly changing world of work that current students will enter into, the need to consider the STEM competencies that will prepare students for productive futures. The paper outlines a framework of STEM knowledge and skills that flow from these concerns. Increasingly, STEM is becoming aligned with advocacy of interdisciplinary approaches to teaching and learning. The paper describes the different ways in which this is conceived of and pursued, and considers the implications for framing learning in the disciplinary subjects of mathematics and science in particular, arguing the need for a productive alignment of disciplinary knowledge with interdisciplinary contexts.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 119.00
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 159.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info
Hardcover Book
USD 179.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

References

  • Australian Education Council. (2018). Optimising stem industry-school partnerships: Inspiring Australia’s next generation. Education Service Australia. Retrieved from http://www.educationcouncil.edu.au/site/DefaultSite/filesystem/documents/Reports%20and%20publications/Publications/Optimising%20STEM%20Industry-School%20Partnerships%20-%20Final%20Report.pdf

  • Baek, Y. S., Park, H. J., Kim, Y., Noh, S., Park, J. Y., Lee, J., et al. (2011). STEAM education in Korea. Journal of Learner-Centered Curriculum and Instruction, 11(4), 149–171.

    Google Scholar 

  • Bakhshi, H., Downing, J., Osborne, M., & Schneider, P. (2017). The future of skills: Employment in 2030. London: Pearson and Nesta.

    Google Scholar 

  • Barnes, M. (2000). ‘Magical’ moments in mathematics: Insights into the process of coming to know. For the Learning of Mathematics, 20(1), 33–43.

    Google Scholar 

  • Barrett, J. E., & Clements, D. H. (2003). Quantifying path length: Fourth-grade children’s developing abstractions for linear measurement. Cognition and Instruction, 21(4), 475–520.

    Article  Google Scholar 

  • Becker, K., & Park, K. (2011). Effects of integrative approaches among science, technology, engineering, and mathematics (STEM) subjects on students’ learning: A preliminary meta-analysis. Journal of STEM Education: Innovations & Research, 12(5-6), 23–37.

    Google Scholar 

  • Binkley, M., Erstad, O., Herman, J., Raizen, S., Ripley, M., Miller-Ricci, M., et al. (2012). Defining twenty-first century skills. In E. Care & P. Griffin (Eds.), Assessment and teaching of 21st century skills (pp. 17–66). Dordrecht, The Netherlands: Springer.

    Chapter  Google Scholar 

  • Bishop, A., Seah, W. T., & Chin, C. (2003). Values in mathematics teaching—The hidden persuaders? In Second international handbook of mathematics education (pp. 717–765). Dordrecht, The Netherlands: Springer.

    Chapter  Google Scholar 

  • Bybee, R. (2013). The case for STEM education: challenges and opportunities. Arlington, VA: National Science Teachers Association. Retrieved February 3, 2020, from https://www.nsta.org/store/product_detail.aspx?id=10.2505/9781936959259.

  • Bybee, R. W. (1997). Achieving scientific literacy: From purposes to practical action. Portsmouth, NH: Heinemann.

    Google Scholar 

  • Chute, E. (2009, February 10). STEM education is branching out. Pittsburgh Post-Gazette. Retrieved February 3, 2020, from http://www.post-gazette.com/news/education/2009/02/10/STEM-education-is-branching-out/stories/200902100165.

  • Clarke, D. (2014, July 2014). Disciplinary inclusivity in educational research design: Permeability and affordances in STEM education. Invited keynote at the International STEM conference, Vancouver.

    Google Scholar 

  • Dewey, J. (1996). Essays. In L. Hickman (Ed.), Collected work of John Dewey, 1882-1953: The electronic edition. Charlottesville, VA: InteLex.

    Google Scholar 

  • diSessa, A. (2004). Metarepresentation: Native competence and targets for instruction. Cognition and Instruction, 22(3), 293–331.

    Article  Google Scholar 

  • Duschl, R. (2008). Science education in three-part harmony: Balancing conceptual, epistemic, and social learning goals. Review of research in education, 32(1), 268–291.

    Article  Google Scholar 

  • Education Council, 2015. The National STEM School education strategy 2016-2026. Retrieved February 3, 2020 from http://www.educationcouncil.edu.au/site/DefaultSite/filesystem/documents/National%20STEM%20School%20Education%20Strategy.pdf

  • English, D. L. (2016). STEM education K-12: perspectives on integration. International Journal of STEM Education, 3(3). https://doi.org/10.1186/s40594-016-0036-1

  • Ernest, P. (2003). Constructing mathematical knowledge: Epistemology and mathematics education. London: Routledge.

    Book  Google Scholar 

  • Fensham, P. (1985). Science for all: a reflective essay. Journal of Curriculum Studies, 17(4), 415–435.

    Article  Google Scholar 

  • Fensham, P. J. (1981). Heads, hearts and hands—Future alternatives for science education. The Australian Science Teachers Journal, 27(1), 53–60.

    Google Scholar 

  • Foundation for Young Australians (FYA) (2017), The new work smarts: Thriving in the new work order. Retrieved June 8, 2018, from https://www.fya.org.au/wp-content/uploads/2017/07/FYA_TheNewWorkSmarts_July2017.pdf

  • Freeman, B., Marginson, S., & Tytler, R. (2015). The age of STEM. Oxon, UK: Routledge.

    Google Scholar 

  • Gilbert, J. K. (2005). Visualization in science education. New York: Springer.

    Book  Google Scholar 

  • Goos, M. (2016). Enhancing students’ mathematical aspirations and mathematical literacy as the foundation for improving STEM learning. In Proceedings of the ACER Research Conference: Improving STEM learning: What will it take? (pp. 69–72). Camberwell, UK: Australian Council for Educational Research. Retrieved from https://research.acer.edu.au/cgi/viewcontent.cgi?article=1292&context=research_conference

    Google Scholar 

  • Hajkowicz, S. A., Reeson, A., Rudd, L., Bratanova, A., Hodgers, L., Mason, C., et al. (2016). Tomorrow’s digitally enabled workforce: Megatrends and scenarios for jobs and employment in Australia over the coming twenty years. Brisbane, QLD, Australia: CSIRO.

    Google Scholar 

  • Hand, B., McDermott, M., & Prain, V. (Eds.). (2016). Using multimodal representations to support learning in the science classroom. Cham, Switzerland: Springer. https://doi.org/10.1007/978-3-319-16450-2_9

  • High Level Group (HLG) on Human Resources for Science and Technology appointed by the European Commission (2004). Europe needs more scientists. Retrieved September 5, 2006 from http://ec.europa.eu/research/press/2004/pr0204en.cfm.

  • Honey, M., Pearson, G., & Schweingruber, H. (2014). STEM Integration in K-12 education: status, prospects, and an agenda for research. Washington, DC: National Academies Press. Retrieved February 3, 2020 from https://www.nap.edu/read/18612/chapter/18611

  • Howes, A., Kaneva, D., Swanson, D., & Williams, J. (2013). Re-envisioning STEM Education: Curriculum, assessment and integrated, interdisciplinary studies. A report for the Royal Society. Retrieved June, 2019, from https://royalsociety.org/~/media/education/policy/vision/reports/ev-2-vision-research-report-20140624.pdf

  • Institute of Mechanical Engineers. (2018). STEM skills gap costs the UK £1.5bn a year. Retrieved from https://www.imeche.org/news/news-article/stem-skills-gapcosts-the-uk-1.5bn-a-year

  • Jakobson, B., & Wickman, P.-O. (2008). The roles of aesthetic experience in elementary school science. Research in Science Education, 38(1), 45–66.

    Article  Google Scholar 

  • Jon, J.-E., & Chung, H.-I. (2015). From STEM to STEAM: Achievements and challenges in dynamic Korea. In B. Freeman, S. Marginson, & R. Tytler (Eds.), The age of STEM (pp. 33–46). Oxon, UK: Routledge.

    Google Scholar 

  • Kilpatrick, J. (2001). Understanding mathematical literacy: The contribution of research. Educational Studies in Mathematics, 47(1), 101–116.

    Google Scholar 

  • Lacey, T. A., & Wright, B. (2009). Occupational employment projections to 2018. Monthly Labor Review, 132(11), 82–123.

    Google Scholar 

  • Lehrer, R. (2009). Designing to develop disciplinary dispositions: Modeling natural systems. American Psychologist, 64(8), 759–771.

    Article  Google Scholar 

  • Lehrer, R. (2016, October). Perspectives on elementary STEM education. Keynote address at the forum: Putting STEM education under the microscope. Deakin University, Melbourne. Retrieved February 3, 2020, from https://blogs.deakin.edu.au/steme/wp-content/uploads/sites/39/2017/04/Lehrer-Deakin_STEM_2_reduced.pdf

  • Lehrer, R. (2017, September). Considering epistemological junctions when designing for interdisciplinary learning. Paper presented at the conference of the European Association for Research in Learning and Instruction (EARLI), Tampere, Finland.

    Google Scholar 

  • Lehrer, R., & English, L. (2018). Introducing children to modeling variability. In D. Ben-Zvi, l. Maker, & J. Garfield (Eds.), International handbook of research in statistics education (pp. 229-260). Dordrecht, The Netherlands: Springer.

    Google Scholar 

  • Lehrer, R., Kim, M. J., & Schauble, L. (2007). Supporting the development of conceptions of statistics by engaging students in measuring and modeling variability. International Journal of Computers for Mathematical Learning, 12(3), 195–216.

    Article  Google Scholar 

  • Lehrer, R., & Schauble, L. (2012). Seeding evolutionary thinking by engaging children in modeling its foundations. Science Education, 96(4), 701–724.

    Article  Google Scholar 

  • Lehrer, R., Schauble, L., Carpenter, S., & Penner, D. (2000). The inter-related development of inscriptions and conceptual understanding. In P. Cobb, E. Yackel, & K. McClain (Eds.), Symbolizing and communicating in mathematics classrooms (pp. 325–360). Hillsdale, NJ: Lawrence Erlbaum.

    Google Scholar 

  • Mann, A., & Oldknow, A. (2012). School-industry STEM links in the UK: A report commissioned by Futurelab. Retrieved June, 2018, from https://www.educationandemployers.org/wp-content/uploads/2012/03/future_lab_-_school-industry_stem_links_in_the_uk.pdf

  • Marginson, S., Tytler, R., Freeman, B., & Roberts, K. (2013). STEM: Country comparisons international comparisons of science, technology, engineering and mathematics (STEM) education. Canberra, ACT, Australia: Australian Council of Learned Academies. Retrieved February 3, 2020, from https://acola.org.au/wp/project-2/

  • National Academies Committee on Science, Engineering, and Public Policy (COSEPUP). (2006). Rising above the gathering storm: Energizing and employing America for a brighter economic future. Retrieved February 3, 2020 from http://www.nap.edu/catalog/11463.html#orgs

  • National Science Board. (2015). Revisiting the STEM workforce. Arlington, VA: National Science Foundation. https://www.nsf.gov/nsb/publications/2015/nsb201510.pdf

    Google Scholar 

  • Netz, R. (2005). The aesthetics of mathematics: A study. In P. Mancosu, K. F. Jørgensen, & S. A. Pedersen (Eds.), Visualization, explanation and reasoning styles in mathematics (pp. 251–293). Dordrecht, The Netherlands: Springer.

    Chapter  Google Scholar 

  • NRC. (2012). A framework for K–12 science education: Practices, crosscutting concepts, and core ideas. Washington, DC: The National Academies Press.

    Google Scholar 

  • OECD (2017), Future of work and skills, Paper presented at the 2nd meeting of the G20 Employment working group, Hamburg, Germany

    Google Scholar 

  • OECD. (2018). The future of education and skills: Education 2030. Paris: OECD.

    Google Scholar 

  • Office of the Chief Scientist. (2013). Science, Technology, Engineering and Mathematics in the National Interest: A Strategic Approach,. Retrieved from http://www.chiefscientist.gov.au/wp-content/uploads/STEMstrategy290713FINALweb.pdf

  • Office of the Chief Scientist. (2014). Science, technology, engineering and mathematics: Australia’s Future. Retrieved from http://www.chiefscientist.gov.au/wp-content/uploads/STEM_AustraliasFuture_Sept2014_Web.pdf.

  • Oleson, A., Hora, M., & Benbow, R. (2014). What is a STEM job? How different interpretations of the acronym result in different labor market projections. Wisconsin Center for Education Research: Madison, WI. Retrieved from http://alignmentstudy.wceruw.org/documents/Oleson_et_al-What_is_a_STEM_job_CEW_Viewpoint_Paper_Sept_2014.pdf

    Google Scholar 

  • Olson, Steve; Riordan, Donna Gerardi (2012). Engage to excel: Producing one million additional college graduates with degrees in science, technology, engineering, and mathematics.. Report to the President. Retrieved from https://eric.ed.gov/?id=ED541511

    Google Scholar 

  • Osborne, J., & Dillon, J. (2008). Science education in Europe: Critical reflections. London: Nuffield Foundation. Retrieved from https://www.nuffieldfoundation.org/sites/default/files/Sci_Ed_in_Europe_Report_Final.pdf

    Google Scholar 

  • Prinsley, R., & Baranyai, K. (2015). STEM skills in the workforce: What do employers want? Canberra, ACT, Australia: Office of the Chief Scientist. Retrieved from https://www.chiefscientist.gov.au/wp-content/uploads/OPS09_02Mar2015_Web.pdf

    Google Scholar 

  • PwC Australia, 2015. A smart move. Future-proofing Australia’s workforce by growing skills in science, technology, engineering and maths (STEM) www.pwc.docalytics.com/v/a-smart-move-pwc-stem-report-april-2015.

  • Samuels, B. (2009). Can the differences between education and neuroscience be overcome by mind, brain, and education? Mind, Brain, and Education, 3(1), 45–55.

    Article  Google Scholar 

  • Sarachan, S. (2013, February 1). Ask the experts: Skills gap. Need to know on PBS. Retrieved from http://www.pbs.org/wnet/need-to-know/economy/ask-the-experts-skills-jobs/16219/

  • Schreiner, C., & Sjøberg, S. (2007). Science education and youth’s identity construction—Two incompatible projects? In D. Corrigan, J. Dillon, & R. Gunstone (Eds.), The re-emergence of values in the science curriculum (pp. 231–247). Rotterdam, The Netherlands: Sense Publishers.

    Google Scholar 

  • Schwab, K. (2016). The fourth industrial revolution. Geneva, Switzerland: World Economic Forum.

    Google Scholar 

  • Siekmann, G., & Korbel, P. (2016). Defining ‘STEM’ skills: review and synthesis of the literature. Adelaide, SA, Australia: NCVER. Retrieved from https://files.eric.ed.gov/fulltext/ED570655.pdf

    Google Scholar 

  • Simon, S., Erduran, S., & Osborne, J. (2006). Learning to teach argumentation: Research and development in the science classroom. International Journal of Science Education, 28(2-3), 235–260.

    Article  Google Scholar 

  • Sinclair, N. (2009). Aesthetics as a liberating force in mathematics education? ZDM, 41(1-2), 45.

    Article  Google Scholar 

  • Taylor, P. (2016). Why is a STEAM curriculum perspectives crucial to the 21st century? In Proceedings of the ACER Research Conference: Improving STEM learning: What will it take? (pp. 89–93). Camberwell: Australian Council for Educational Research. Retrieved from https://research.acer.edu.au/cgi/viewcontent.cgi?article=1299&context=research_conference

    Google Scholar 

  • Tytler, R. (2007). Re-imagining Science Education: Engaging students in science for Australia’s future (Australian Education Review No. 51). Camberwell, VIC, Australia: Australian Council for Education Research, ACER. Retrieved from www.acer.edu.au/research_reports/AER.html

    Google Scholar 

  • Tytler, R., Bridgstock, R., White, P., Mather, D., McCandless, T., & Grant-Iramu, M. (2019). 100 Jobs of the future. Melbourne, VIC, Australia: Deakin University. Retrieved from https://100jobsofthefuture.com

    Google Scholar 

  • Tytler, R., Lehrer, R., Mulligan, J., Prain, V., Schauble, L., White, P., & Xu, L. (2018–2020). Enriching mathematics and science learning: An interdisciplinary approach, Canberra, ACT, AustraliaAustralian Research Council. DP180102333. Retrieved from https://imslearning.org/.

  • Tytler, R., & Osborne, J. (2012). Student attitudes and aspirations towards science. In B. Fraser, K. Tobin, & C. McRobbie (Eds.), Second international handbook of science education (pp. 597–625). Dordrecht, Netherlands: Springer.

    Chapter  Google Scholar 

  • Tytler, R., Osborne, J., Williams, G., Tytler, K., & Cripps Clark, J. (2008). Opening up pathways: Engagement in STEM across the primary-secondary school transition. Canberra, ACT, Australia: Australian Department of Education, Employment and Workplace Relations.

    Google Scholar 

  • Tytler, R., Prain, V., & Hobbs, L. (2019). Re-conceptualising interdisciplinarity in STEM through a temporal model. Research in Science Education. https://doi.org/10.1007/s11165-019-09872-2

  • Tytler, R., Prain, V., Hubber, P., & Waldrip, B. (Eds.). (2013). Constructing representations to learn in science. Rotterdam, The Netherlands: Sense Publishers.

    Google Scholar 

  • Tytler, R., Swanson, D. M., & Appelbaum, P. (2015). Subject matters of science, technology, engineering, and mathematics. In M. F. He, B. D. Schultz, & W. H. Schubert (Eds.), The Sage guide to curriculum in education (pp. 27–35). Thousand Oaks, CA: Sage.

    Chapter  Google Scholar 

  • Tytler, R., Symington, D., Williams, G., White, P., Campbell, C., Chittleborough, G., Upstill, G., Roper, E., & Dziadkiewicz (2015). Building productive partnerships for STEM education: Evaluating the model and outcomes of the scientists and mathematicians in schools program. Melbourne, VIC, Australia: Deakin University. Retrieved from https://www.csiro.au/en/Education/Programs/STEM-Professionals-in-Schools/How-the-program-works/Program-evaluation

  • Tytler, R., Williams, G., Hobbs, L., & Anderson, J. (2019). Challenges and opportunities for a STEM interdisciplinary agenda. In B. Doig, J. Williams, D. Swanson, R. Borromeo Ferri, & P. Drake (Eds.), Interdisciplinary mathematics education: The state of the art and beyond (Springer ICME seriesRetrieved from https://link.springer.com/book/10.1007/978-3-030-11066-6) (pp. 51–81).

    Chapter  Google Scholar 

  • UK National Audit Office. (2018). Delivering STEM (science, technology, engineering and mathematics) skills for the economy. London: National Audit Office. Retrieved from https://www.nao.org.uk/wp-content/uploads/2018/01/Delivering-STEM-Science-technology-engineering-and-mathematics-skills-for-the-economy.pdf

    Google Scholar 

  • Vasquez, J. (2015). Beyond the acronym. Educational Leadership, 72(4), 10–15.

    Google Scholar 

  • Venville, G., Rennie, L. J., & Wallace, J. (2012). Curriculum integration: Challenging the assumption of school science as powerful knowledge. In B. Fraser, K. Tobin, & C. McRobbie (Eds.), Second international handbook of science education (pp. 737–749). Dordrecht, The Netherlands: Springer.

    Chapter  Google Scholar 

  • Venville, G., Wallace, J., Rennie, L. J., & Malone, J. (1998). The integration of science, mathematics, and technology in a discipline-based culture. School Science and Mathematics, 98(6), 294–302.

    Article  Google Scholar 

  • Wickmann, P.-O. (2006). Aesthetic experience in science education: Learning and meaning-making as situated talk and action. In London. Mahwah, NJ: Lawrence Erlbaum.

    Google Scholar 

  • Williams, G. (2002). Associations between mathematically insightful collaborative behaviour and positive affect. In A. Cockburn & E. Nardi (Eds.), Proceedings of the 26th Annual Conference of the International Group for the Psychology of Mathematics Education (Vol. 4, pp. 401–408). Norwich, UK: University of East Anglia.

    Google Scholar 

  • Williams, G. (2014). Optimistic problem-solving activity: enacting confidence, persistence, and perseverance. ZDM, 46(3), 407–422.

    Article  Google Scholar 

  • Williams, J., Roth, W.-M., Swanson, D., Doig, B., Groves, S., Omuvwie, M., et al. (2016). Interdisciplinary mathematics education: The state of the art. ICME-13 topical survey. Hamburg, Germany: Springer Open.

    Book  Google Scholar 

  • Yager, R. E. (Ed.). (1996). Science/technology/society as reform in science education. Albany, NY: SUNY Press.

    Google Scholar 

Download references

Acknowledgement

This chapter is an adaptation of a position paper funded by the OECD to contribute to the Mathematics 2030 Learning Framework.

Author information

Authors and Affiliations

  1. Deakin University, Melbourne, VIC, Australia

    Russell Tytler

Authors
  1. Russell Tytler
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Russell Tytler .

Editor information

Editors and Affiliations

  1. Sydney School of Education and Social Work, The University of Sydney, Camperdown, NSW, Australia

    Judy Anderson

  2. Texas A&M University, College Station, TX, USA

    Yeping Li

Rights and permissions

Reprints and permissions

Copyright information

© 2020 Springer Nature Switzerland AG

About this chapter

Check for updates. Verify currency and authenticity via CrossMark

Cite this chapter

Tytler, R. (2020). STEM Education for the Twenty-First Century. In: Anderson, J., Li, Y. (eds) Integrated Approaches to STEM Education. Advances in STEM Education. Springer, Cham. https://doi.org/10.1007/978-3-030-52229-2_3

Download citation

  • DOI: https://doi.org/10.1007/978-3-030-52229-2_3

  • Published:

  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-030-52228-5

  • Online ISBN: 978-3-030-52229-2

  • eBook Packages: EducationEducation (R0)

Publish with us

Policies and ethics

Search

Navigation