Subject integration for real-life teaching: Models and modelling as a foundation for an authentic STEM education in Sweden

Recently there have been concerted movements towards an integrated science, technology, engineering, and mathematics (STEM) education.

These disciplines are not necessarily connected in content or pedagogy, but integrated STEM emulates real practices in innovation and could increase relevance in a rapidly changing world. To frame any implications of STEM for learning, it needs to be authentic. However, challenges persist around how to integrate the contributory subjects in a meaningful way.

The centrality of models and modelling in all STEM disciplines serves as a valid premise from which to increase authenticity by creating bridges between subjects.

The aim of the research is to define and investigate the authentic integration of science and technology as two selected components of STEM education through models and modelling in Sweden.

A 4-year project will forge a framework for design and exploration of implemented authentic STEM modules in upper secondary science and technology education. Mixed methods will incorporate a Delphi study, hermeneutic analysis, and design study with intervention.

The research represents the beginning of exploring STEM literacy in Sweden with the first empirical studies that probe authentic learning and e.g. gender through models and modelling.

Findings could contribute to defining how models and modelling link science and technology education in real-world domains, and the skills that constitute STEM literacy in students’ learning outcomes.