Integrated STEM Education: A Pedagogical Chimera Detached from Teaching Practice

2026/07/02 by Antonio García-Carmona, Antonio García–Carmona, Radu Bogdan Toma +2 · 1 voice
Psychology · Social Sciences · #Innovative Education and Learning Practices #Science Education and Pedagogy #Science Education and Perceptions

paper · doi:10.1007/s10763-026-10702-x

crossref issued 2026/07/02 · crossref published 2026/07/02 · crossref published-online 2026/07/02 · openalex publication_date 2026/07/02 · crossref created 2026/07/02 · crossref deposited 2026/07/02 · crossref indexed 2026/07/02 · openalex created_date 2026/07/03 · openalex updated_date 2026/07/23 · crossref published-print 2026/08/01

Citations

• Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching
• Integration of Engineering Practices into Primary Science Classrooms
• Reciprocal interplays in becoming STEM learners and teachers: preservice teachers’ evolving understandings of integrated STEM education
• Examining the Effects of Integrated STEM Education vs. Nonintegrated STEM Education Rigorously: A Commentary on Chen et al.’s Meta-analysis

Discussions

• 👇👇 García-Carmona, A., Toma, R. B., & Quílez-Pardo, J. (2026). Integrated STEM education: A pedagogical chimera detached from teaching practice. International Journal of Science and Mathematics Educ [bsky, 0 points, 0 comments]