In most high school curriculum Science Technology, Engineering and Mathematics (STEM) classes are taught separately but there is increased attention and funding for STEM integration. This paper examines the history of why high schools teach STEM courses separately, how classrooms and curriculum can be integrated, and the benefits and challenges associated with STEM integration. A tool for evaluating integrated units is included with the analysis of a current integrated high school project used in a Precalculus and Scientific Research and Design course taught at a high school. / text
| Identifer | oai:union.ndltd.org:UTEXAS/oai:repositories.lib.utexas.edu:2152/ETD-UT-2012-08-6305 |
| Date | 29 November 2012 |
| Creators | Kendrick, Kyle Mason |
| Source Sets | University of Texas |
| Language | English |
| Detected Language | English |
| Type | thesis |
| Format | application/pdf |
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