How STEM is Integrated: A Methodological Approach

Abstract

This article is a theoretical argument of the methodology for describing the STEM Integrated Learning Environment. First, the method-related problems are discussed with the issues of the assessment of integrative STEM approaches. To know and develop a possible assessment, we seek the idea of who integrates what discipline where, and when. We had discussed those Ws. Although we can identify where STEM is integrated and who does, we cannot make the integration visible in each situation. Because we still do not know how STEM is integrated. The author identifies the hard problem of consciousness as a general problem for the emergence of any system. With the understanding of issues, the next analysis section provides possible solutions to make integrative STEM studies scientific and how it can be connected with the student's learning and teachers' practices. A three stages theory, by theoretical physicist Taketani, supports the discussion.