Consequently, students are often disinterested in science and math when they learn in an isolated and disjoined manner missing connections to crosscutting concepts and real-world applications. Educational researchers indicate that teachers struggle to make connections across the STEM disciplines. The process of integrating science, technology, engineering, and mathematics in authentic contexts can be as complex as the global challenges that demand a new generation of STEM experts.
Therefore, they could benefit from a STEM education conceptual framework. In practice, STEM educators lack cohesive understanding of STEM education. In response to these challenges, the USA experienced massive STEM educational reforms in the last two decades. Friedman (The world is flat: A brief history of the twenty-first century, 2005) helped illustrate the complexity of a global society, and educators must help students prepare for this global shift. The complexity of these global factors reach beyond just helping students achieve high scores in math and science assessments. The global urgency to improve STEM education may be driven by environmental and social impacts of the twenty-first century which in turn jeopardizes global security and economic stability.
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