About the Book
Start, focus, or extend your integrated STEM education journey with an authentic interdisciplinary perspective!
In response to calls for active STEM learning that builds students’ agency and sense of belonging, teachers and leaders are being encouraged more and more to equitably implement integrated STEM instruction. This practical guidebook is designed to help educators create integrated STEM learning experiences that are inclusive for all students and allows them to experience STEM as scientists, innovators, mathematicians, creators, engineers, and technology experts!
Addressing the STEM status quo and promoting inclusiveness in STEM fields, the authors center their work around the Equity-Oriented Conceptual Framework for STEM Literacy, which provides high-quality integrated strategies to connect students′ lived experiences to STEM learning. Simplifying STEM provides a ground-breaking model of the four Integrated STEM Practices (ISPs) to ensure coherent and aligned teaching across disciplines through authentic opportunities to meaningfully engage students.
Learn how to simplify STEM with these four equitable practices to inspire deep learning
Use critical and creative thinking to seek solutions
Collaborate and use appropriate tools to engage in iterative design
Communicate solutions based on evidence and data
Recognize and use structures in real-world systems
Including a STEM planning guide as well as instructional strategies and assessments for standard alignment, this is an essential resource for any educator seeking to empower their students with meaningful STEM learning experiences. The book includes an online implementation toolkit to give educators opportunities for powerful professional development built on collaboration and connection.
Table of Contents:
The Power of Integrated STEM Practices: Inspiring Scholars to Innovate, Collaborate, and Think Critically K-5
Chapter 1: STEM Disciplines as Mutually Supportive
Chapter 2: ISP 1-Use critical and creative thinking to seek solutions
Chapter 3: ISP 2-Collaborate and use appropriate tools to engage in iterative Design
Chapter 4: ISP 3 Communicate solutions based on evidence and data
Chapter 5: ISP 4-Recognize and use structures in real-world systems
Chapter 6: Reimagining Existing STEM Tasks
Chapter 7: The Heart and the Spirit
About the Author :
Dr. Christa Jackson, a former elementary and middle school mathematics and science teacher, is a Professor of Mathematics, Science, and STEM
Education at Saint Louis University. She is the Founder and Director of the Institute for STEM Collaboration, Outreach, Research, and Education
(iSCORE), where she focuses on transforming the STEM community one mind at a time through fostering scholars’ STEM literacy development,
STEM identities, and STEM sense of belonging. Dr. Jackson researches the development, use, and implementation of integrated STEM curriculum as well as understands the influence curricular materials and the related standards have on teachers’ practices and the opportunities the curricular materials afford scholars to engage in STEM. Dr. Jackson served as a lead writer for Catalyzing Change in Middle School Mathematics: Initiating Critical Conversations. She recently completed her term as President of the School Science and Mathematics Association (SSMA) (2020–2022). Dr. Jackson is a professional developer and a mathematics and STEM consultant who has provided workshops to local, regional, national, and international communities. Dr. Thomas Roberts, a former elementary school teacher, is an Associate Professor and co-program coordinator of the Inclusive PreK–5 Education Program at Bowling Green State University, where he teaches STEM education and mathematics education courses. He received his doctorate in Education Sciences specializing in STEM Education from the University of Kentucky. Dr. Roberts’s research explores students’ perceptions of STEM learning environments and ways to increase the effectiveness of teachers’ instructional practices so that all students have the opportunity to participate in high-quality STEM learning. He is the Editor in Chief of Technology and Engineering Education, a peer-reviewed practitioner journal for integrated STEM teachers published by the International Technology and Engineering Educators Association (ITEEA).
Dr. Cathrine Maiorca, a former high school mathematics teacher, is an Assistant Professor of Mathematics Education at Oklahoma State University, where she teaches courses in mathematics education and STEM education. She received her doctorate in Curriculum and Instruction with an emphasis in Mathematics Education from the University of Nevada, Las Vegas. Dr. Maiorca’s research interests include model-eliciting
activities, effective STEM teaching and learning practices for every student, integrated STEM education in formal and informal settings, preservice teachers, and students’ dispositions toward integrated STEM. Dr. Maiorca was an AMTE STaR fellow in 2018 and the 2020 School Science and Mathematics (SSMA) Early Career Scholar Award recipient. She is also an Associate Editor for Technology and Engineering Education, a peer-reviewed practitioner journal for integrated STEM teachers published by the International Technology and Engineering Educators Association
(ITEEA). Dr. Kristin L. Cook, a former high school science teacher, is a Professor of Science Education in the School of Education at Bellarmine University. She received her doctorate in Curriculum and Instruction specializing in Science Education and Environmental Sciences from Indiana University. Dr. Cook teaches courses in K–12 science methods and STEAM Education. In addition to teaching initial certification and advanced graduate classes, Dr. Cook serves as a professional developer and consultant for K–12 STEAM-focused school reform and project and problem-based learning development. Dr. Cook is actively involved in federal grants and research that focus on engaging learners and teachers with the community of science through the exploration of socio-scientific inquiry and transdisciplinary STEAM instruction. Dr. Cook co-wrote the Simplifying STEM: Four Equitable Practices to Inspire Meaningful Learning: PreK-5 and 6-12 books published by Corwin in early 2024.
Dr. Sarah B. Bush, a former middle school mathematics teacher, is a Professor of K–12 STEM Education and the Lockheed Martin Eminent Scholar Chair at the University of Central Florida. At the University of Central Florida, she is the Director of the Lockheed Martin/UCF Mathematics and Science Academy and is a program co-coordinator of the Mathematics Education PhD track. She teaches primarily graduate courses in mathematics education. She is a prolific writer who has authored 13 books and more than 100 journal articles and book chapters. Dr. Bush recently completed a term (2019–2022) as a member of the National Council of Teachers of Mathematics Board of Directors. She served as the lead writer and task force chair for NCTM’s Catalyzing Change in Middle School Mathematics: Initiating Critical Conversations. Dr. Bush was the recipient of the 2021 School Science and Mathematics Association (SSMA) Award for Excellence in Integrating Science and Mathematics and 2018 recipient of the Association of Mathematics Teacher Educators (AMTE) Early Career Award. Dr. Bush seamlessly integrates her practical experience as a middle school mathematics teacher in public schools with her innovative scholarship to serve as an instructional leader in the field of mathematics education and STE(A)M education. Dr. Bush co-wrote the Simplifying STEM: Four Equitable Practices to Inspire Meaningful Learning: PreK-5 and 6-12 books published by Corwin in early 2024.
Dr. Margaret Mohr-Schroeder, is a Professor of STEM Education and Senior Associate Dean in the College of Education at the University of Kentucky (UK). She received her doctorate in curriculum and instruction specializing in mathematics and science education from Texas A&M University. Since her arrival at UK in 2006, she has been involved in over $17 million in federal and state funding, helping to expand research and broaden participation in STEM Education. She is a coeditor of the first Handbook of Research on STEM Education and coeditor of STEM 2.0. Her
research interests include the transdisciplinary nature of STEM education and how they can be applied to innovative preservice teacher education and K–12 school models. Further, she investigates ways to broaden participation in STEM, especially for underrepresented populations and the effects these mechanisms have on their STEM literacy. Through this work, she has gained perspective on how to create opportunity and access to STEM activities to populations who normally would not have the opportunity and has witnessed and studied the significant impacts these mechanisms have. She is President of School Science and Mathematics Association, the world’s oldest STEM organization.
Review :
Simplifying STEM, PreK–5 addresses the challenge of persistent inequities in STEM education with an approach to teaching that draws strength from
the complex ways in which identities, culture, and context intersect in the classroom and our world. Weaving theory and practice with rich classroom
examples, this book unpacks with beautiful clarity inclusive and equitable approaches that value, cultivate, and leverage diverse perspectives and experiences so that meaningful learning is available for all!
If you’ve been told that there either aren’t enough or too many integrated STEM resources for practitioners, know that Simplifying STEM, PreK–5 offers real-world examples that are complex yet accessible to all audiences. With "try this" teacher and scholar actions, the authors take novices to experts on an intellectual journey in STEM spaces. They weave information that further explains STEM in today’s context that makes the reader excited to imagine as well as try something creative.
Simplifying STEM, PreK–5: Four Equitable Practices to Inspire Meaningful Learning provides a framework for teaching Integrated STEM Practices. It
includes vignettes to show teachers how to integrate them into their lessons with grade-appropriate connections. I appreciate how the "So you’ve been told . . ." statements and "Reality Check!" responses throughout the chapters address many misconceptions and ideas educators confront.
Simplifying STEM seeks to de-center whiteness and disrupt the STEM status quo. Readers are provided practical examples and essential strategies that can be used in their respective environments to create inclusive STEM environments that give all scholars opportunities to be successful.
The authors of this text bring attention to the growing need of equity-centered STEM education that rightfully positions children and learners as the impetus for integrative STEM. As a former teacher and current educational researcher, I am deeply impressed by the suggestions and tasks that are offered in this text. All STEM teachers both new and veterans, need to read this book. It offers a critical examination of our practices and offers implementable suggestions to ensure that every student develops a sense of belonging in STEM.
A must-read to ensure equity and engagement for all elementary STEM learners. This book provides step-by-step, easy to implement strategies to encourage critical thinking, collaboration, and communication.
